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131.
Steven Lewis Bob Lingard 《Discourse: Studies in the Cultural Politics of Education》2015,36(5):621-637
This paper introduces a serendipitous special issue of Discourse: Studies in the Cultural Politics of Education, focusing on the rise of large-scale international testing and performance data in school system accountability and the effects that such changes have produced in education policy and research. These developments are theorised in terms of the reworking of the State and networked modes of governance, including the increased involvement of edu-businesses in education policy-making and enactment, and the emergence of new topological spatialities and connectivities associated with globalisation. We contend that the prevalence of international large-scale assessments has greatly enhanced the mutual ‘visibility’ between participating national (and subnational) schooling systems within a commensurate space of measurement, which in turn makes possible new ways of acting in light of ‘evidence-informed’ policy-making. This analysing and theorising serves to both contextualise and introduce the papers included in this special issue. The paper closes by considering the implications of such developments on education policy and research, and how this necessitates the development for a new approach for researchers engaged in policy analysis, now and into the future. 相似文献
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This paper provides an introduction to this special issue of the Cambridge Journal of Education on ‘Evoking and provoking Bourdieu in educational research’. In the course of providing a critical synopsis of each paper, we consider how and why the authors work with and after Bourdieu, both evoking and provoking his thinking tools (particularly field, capital and habitus, but also doxa, misrecognition and illusio) and his methodological disposition that rejects ‘epistemological innocence’. We note that Bourdieu himself invited such provocation and that this is especially needed as the social continues to change, given the new spatialities of globalisation and growing social and economic inequalities. That is, we acknowledge that the empirical and the theoretical are always imbricated in each other, a theme pursued throughout the collection. 相似文献
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Bob Sproson 《Support for Learning》2003,18(1):18-23
The significance of this article lies in Bob Sproson's willingness to ask difficult questions and to provoke further questions in the mind of the reader. The shift in thinking which allows us to consider 14–19 education as a whole makes the work of support services such as the one described here particularly interesting, with implications far beyond the group of students at KS4 described here as ‘difficult to manage’. As Bob Sproson argues, college placement is no panacea, but requires careful preparation and attention to the needs and views of each student and to the development of mutually respectful relationships between teachers and students. Implied in this article is a radically new view of young people and their educational needs post–14. 相似文献
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Challenging behaviour among children with severe learning difficulties has drawn relatively little attention from educationists. Dr John McEvoy, Andrew McDonnell and Bob Dearden, who have been running workshops in behaviour management in Birmingham, seek to explore this issue further and offer their views on policy and training. 相似文献