Break with Tradition: Marshall's contribution to a Foucauldian philosophy of education

James Marshall's work on Foucault exemplifies a break with tradition in philosophy of education and if taken appropriately as a new methodology, a new logic, portends a different future for the field. This article begins from a misunderstanding of Marshall. It then posits Marshall as situated in a particular Foucauldian root: a logic break out of Bachelard, Canguilhem and Foucault. From them a different understanding of ‘concept’ is offered as a break with the analytic tradition in philosophy and philosophy of education.     

世界女排3人接发球一攻阵形探析

通过对世界女排3人接发球一攻阵形分析，探求女排3人接发球阵形运用现状。     

Peer learning: an analysis of secondary school teachers’ reflection groups on teaching practice / El aprendizaje entre iguales: análisis de los grupos de reflexión sobre la práctica docente para profesores de educación secundaria

Abstract

The aim of this study was to analyse the discourse of beginning teachers and mentors in Secondary Education throughout their participation in reflection groups on teaching practice, as part of a program designed to palliate the reality shock and encourage reflection on the practice, thus promoting the construction of professional knowledge.

The data collected consist of speech recordings from five pairs (beginning-mentor) who participated in five reflection groups during a school year. This interpretative and longitudinal study draws on a qualitative analysis (Atlas.ti) of the discussion topics and types of sentences produced by the participants. The most frequent discussion topics were the thematic areas considered to be the most problematic for beginners (pair adjustment; attention to the diversity; student assessment; assessment by the program; fatigue and stress; classroom management; teacher identity; status and school culture). Mentors tended to produce more metacognitive statements while beginning teachers tended to use more conceptual statements. The results show that taking part in a discussion group on teaching practice was not enough to promote a really thoughtful (most sophisticated) elaborative pattern for beginner teachers.     

How to access the conceptions and theories that underlie teaching practices? A theoretical-methodological reflection based on dialogic discourse analysis / ¿Cómo acceder a las concepciones y teorías que subyacen a las prácticas docentes? Una reflexión teórico-metodológica desde el Análisis dialógico de los discursos

Abstract

This article discusses the methodologies used to access the implicit theories and conceptions that underlie teachers’ teaching practices, as well as the theoretical-methodological assumptions behind these approaches. The study was planned stressing the importance of inquiring into both subjectivity as a polyphonic construct and the practices inherent to different discursive genres, bearing in mind the theoretical and methodological potential of dialogic discourse analysis.     

Why should learners of English read? Norwegian English teachers' notions of EFL reading

This article presents findings from a study investigating Norwegian lower secondary English teachers’ reasoning about their classroom reading practices in English as a foreign language (EFL). What notions of EFL reading do these teachers express? How do they explain their priorities? Based on perspectives from critical discourse analysis, the article shows how teachers negotiate their notions of reading at the intersection of past and present understandings and their everyday school realities. Specifically, it illustrates how features of their discursive practices may help maintain understandings of what is perceived as intrinsic and less relevant to EFL reading.     

Re/cognising the discursive fr/Ames of equity and widening participation in higher education

ABSTRACT

Policy and program language in the UK and Australian higher education sectors consistently deploys the term aspiration in ways that adhere to the hegemonic neo-liberal ideal of the entrepreneurial competitor-individual, de-meaning and de-valuing ‘other’ personhoods. University Equity and Widening Participation (EWP) outreach programs that engage with marginalised groups in school and community settings challenge people to perform particular aspirations from what can be a deeply uncertain present. This paper presents a cautionary tale from the Australian Equity and Widening Participation (EWP) context that emerged from a research-informed practice PhD, spanning two methodologically different phases. The paper argues that the discursive framing of certain aspirations as legitimate works in subtle ways to shape the perceptual horizons of EWP practitioners and participants. Specifically, the work takes issue with policy frames that create conditions for misrecognition(s) that are themselves difficult to re/cognise. A metaphorical pedagogical tool is developed using the Ames Room illusion.     

全面建成小康社会的必要性——由马克思三大社会形态理论引发的思考

全面建成小康社会,是夺取中国特色社会主义新胜利的关键性战略目标。我国已经进入全面建成小康社会的决胜阶段,实现这个目标是实现中华民族伟大复兴中国梦的关键一步。文章立足于全面建成小康社会的落脚点,以实现人的全面发展为根本。在马克思三大社会形态理论的视域下,分析了社会的发展与人的发展之间的辩证关系,从而体现马克思三大社会形态理论对于全面建成小康社会中实现人的全面发展有着重要的当代价值。     

杜甫诗与雷克斯罗斯的远东诗歌“论述方式”

20世纪在美国诗坛上,一大批美国诗人翻译了很多中国诗歌,如雷克斯罗斯翻译的《中国诗百首》等。很多美国当时的著名诗人都认为中国诗歌和日本诗歌对20世纪的整个西方诗坛有很大的影响,其中雷克斯罗斯提出了远东诗歌的"论述方式"。文中以雷克斯罗斯翻译的杜甫诗为例来论证和分析他所提出的远东诗歌的"论述方式",并略加论述这一方式对西方诗歌的影响。     

交往行为、话语伦理与民族国家主权的终结--哈贝马斯主权终结论的反思

全球化与民族国家的关系问题以及全球化条件下民族国家的前途和命运问题,已成为全球化理论研究的核心话语。哈贝马斯通过对民族国家生活世界“殖民化”的剖析,以交往行为的“合理化”和“话语伦理”的建构为依据,阐述了“民族国家主权终结”的主张,并且对终结后的未来社会蓝图作了创造性的推测,提出了建立“世界公民社会”的理想。他的主张和理想有一定的合理性。但哈贝马斯的“主权终结”思想又与唯物史观相违背,他的“世界公民社会”是不切实际的幻想,他强调的人权高于主权又在一定程度上为霸权主义提供了理论上的依据。     

School choice,consumerism and the ethical strand in talk

Research on school choice highlights the extent to which a communitarian impulse informs the way some parents engage with their role as chooser. This suggests that the responsibilities of parents as consumers are often negotiated in collective as well as individualizing terms. Drawing on data from a group of mothers of diverse social class and racial backgrounds, this paper builds on some of these perspectives through deploying elements of a critical discursive analytic approach. Its aim is to explore how some mothers engage with the meaning and practice of school choice. Focusing on the emotional labouring that often underpins mothers’ rationalizations of choice, this paper examines the discursive role of emotion in these contexts as a form of social action geared towards achieving certain ends. In turn I discuss the implications of this for thinking through choice as a framing, function and discourse inhabited and performed by mothers.