Circuits of Dominance in Education and Poverty: Control Logic and Counter Narrative

In this article I represented educational narratives from two students who completed college coursework while they were incarcerated in a closed correctional facility in North Carolina. Alongside their narratives, I shared literature that addressed inadequacies in the United States social welfare programs, an absence of a living wage, and whitestream dominance in US public schools and analyzed the narratives of these students’ childhoods. These narratives were situated at the intersections of poverty and illegal work. Often these intersections remain invisible in policy discourse and educational contexts in the high accountability/high stakes testing movement that positions the curriculum, and not the child, as the most important thing in the classroom. Subsequently, I challenged educators and researchers committed to the pursuit of equity to question how the children in our classrooms and youth in our prisons were raced, gendered, and classed, and to engage in careful and layered understandings of our students’ lives.     

The influence of child,family, home factors and pre‐school education on the identification of special educational needs at age 10

The early identification of young children's special educational needs (SEN), as well as the development of specific strategies to support those children identified with special needs, are increasingly recognised as crucial to facilitating good adjustment to school and to ensuring that such children are helped to reach their full potential in education. Using a large national sample of young children in England whose developmental progress was followed up from pre‐school, this study investigates which child, family, home and pre‐school factors can be viewed as risk or protective factors for later SEN‐status at age 10. The experience of high‐quality pre‐school education is shown to reduce the likelihood of a child being identified as experiencing SEN in the long run. Teachers’ assessments of SEN are found to be strongly related to children's reading and mathematics attainment, but other factors also predict SEN, including a child's age within a year group.     

A comparison of anthropometric and training characteristics of Ironman triathletes and Triple Iron ultra-triathletes

We examined differences in anthropometry and training between 64 Triple Iron ultra-triathletes competing over 11.4 km swimming, 540 km cycling, and 126.6 km running, and 71 Ironman triathletes competing over 3.8 km swimming, 180 km cycling, and 42.2 km running. The association of anthropometry and training with race time was investigated using multiple linear regression analysis. The Triple Iron ultra-triathletes were smaller (P < 0.05), had shorter limbs (P < 0.05), a higher body mass index (P < 0.05), and larger limb circumferences (P < 0.01) than the Ironman triathletes. The Triple Iron ultra-triathletes trained for more hours (P < 0.01) and covered more kilometres (P < 0.01), but speed in running during training was slower compared with the Ironman triathletes (P < 0.01). For Triple Iron ultra-triathletes, percent body fat (P = 0.022), training volume per week (P < 0.0001), and weekly kilometres in both cycling (P < 0.0001) and running (P < 0.0001) were related to race time. For Ironman triathletes, percent body fat (P < 0.0001), circumference of upper arm (P = 0.006), and speed in cycling training (P = 0.012) were associated with total race time. We conclude that both Triple Iron ultra-triathletes and Ironman triathletes appeared to profit from low body fat. Triple Iron ultra-triathletes relied more on training volume in cycling and running, whereas speed in cycling training was related to race time in Ironman triathletes.     

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Informationen des Bundesinstituts für Sportwissenschaft (BISp)

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Informationen des Bundesinstituts für Sportwissenschaft (BISp)     

The passion of teaching at the border of order

In this text, which was originally delivered as a speech, I discuss the massive critique of teachers in the public discourse on education in Sweden over the last decade. I speak in defence of teachers, and since I am a teacher I speak in defence of myself. The critique of teachers, schooling, and teacher education has been so overbearing that a purely rational response is simply not possible. Therefore, my response is rhetorical in tone. In highlighting the passion of teaching, I lift something central for teachers, which is seldom or never taught about teaching in teacher education. Neither is the passion of teaching present in the public discourse on education. Passion, I argue in the article, is that which adds excess or an overflow of meaning that cannot be contained within the order of discourse and which therefore puts this discourse out of balance. Finally, I discuss a new balance beyond this order in the context of a classroom. In a concluding section, I highlight the struggle over borders which define who can speak and think in “good” order and who cannot.