A logic of enumeration: the nature and effects of national literacy and numeracy testing in Australia

This paper reveals the array of practices arising from strong policy pressure for improved student results in national literacy and numeracy tests in Australia: the National Assessment Programme in Literacy and Numeracy (NAPLAN). The paper provides an account of a policy context characterised by significant pressure upon teachers and principals to engage in practices to ensure improved outcomes on standardised literacy and numeracy tests, and of teachers and principals’ responses to these policy pressures. Drawing upon Bourdieu’s theory of practice, the article argues that what is described as the ‘field of schooling practices’ has become increasingly dominated by a ‘logic of enumeration’, and that high test results on standardised literacy and numeracy tests are increasingly valued capitals, evident in a strong focus upon teachers meeting, discussing and informing one another about NAPLAN; engaging in curriculum development practices which foreground NAPLAN, and; actively preparing students to sit the test, including, whether intentionally or unintentionally, teaching to the test. Such a focus has important implications for the sorts of practices most valued in schooling settings, as more educative logics are potentially marginalised under such circumstances.     

Teachers negotiating discourses of gender (in) equality: the case of equal opportunities reform in Andalusia

This article is focused on the analysis of the narratives produced by a group of teachers, experts in coeducation, while they were discussing their everyday activities. They are responsible for the implementation of a Plan for Gender Equality in public secondary schools in Andalusia (Spain). This study is based on contributions about doing gender view, according to which gender is not an attribute of individuals, but a way of making sense of interactions and practising a complex system as functioning on three levels: sociocultural, interactional, and individual. We use these levels to understand gender culture in schools through teachers’ discourse. Our interest lies particularly in the meanings, contradictions, difficulties, and conflicts experienced by expert teachers in co-education. Our study was based on group discussions with teachers in charge of the plan for equal opportunities between women and men in school settings. Results show teachers’ conflicts about meanings and how they are supposed to apply the Equality Plan. We observed interactional levels during these conflicts and analysed how teachers construct and validate their discourse.     

Investigating the dynamics of formative assessment: relationships between teacher knowledge,assessment practice and learning

This exploratory study of elementary school science examines questions central to policy, practice and research on formative assessment: What is the quality of teachers’ content-pedagogical and assessment knowledge? What is the relationship between teacher knowledge and assessment practice? What is the relationship between teacher knowledge, assessment practice and student learning? Drawing on multiple measures, hierarchical linear modelling and path analysis, results suggest that despite weaknesses in teachers’ content-pedagogical and assessment knowledge, teachers’ formative assessment practices are positively related to student learning. Relationships between teachers’ knowledge and assessment practices are mixed. Findings underscore both the potential and challenge of bringing effective formative practice to fruition as well as the need for continued research.     

Hiring in an Academic Library: Fit is Essential

Candidates readily assure search committees that they will join up, collaborate, and participate in a group. The challenge for the search committee is learning whether the candidate will truly fit with the existing group and organizational culture. How do we gauge how a new hire will fit? Hiring for fit is critical in libraries because each member of the group interacts on behalf of the library with students, faculty, administrators, and staff. Such work demands not only collaboration but also a shared vision. This article describes how one library altered the hiring practice to address the issue of “fit.”     

The Favelas Through the Lenses of Photographers

Photographers from community and mainstream media organisations bring the everyday of favela communities to the attention of Rio de Janeiro's society from different perspectives. While mainstream photojournalists mainly report on favelas from outside to inside, denouncing wrongdoings and human rights abuses, community photographers do it from the opposite direction, from inside to outside, presenting images of the everyday life of favela communities. This paper takes an ethnographic and discursive approach to comparing these two categories of photographers to ask how their different practices can yield benefits for the people living in marginalised communities. Furthermore, by adapting Foucault and Bourdieu's theories, this study examines photographers’ habitus so as to determine how cultural capital and economic capital that they possess shape their subjectivity and, as such, the fields of community and mainstream photojournalism. This study has no intention of creating polarised distinctions between community and mainstream photojournalism. Instead, the research aims, through the investigation of the working practices, identities, and discourses of photographers from community and mainstream media organisations, to identify the activities and limitations of both community and mainstream in order to build an understanding about how the media ecology works best within both.     

卜舫济与司徒雷登治校之道

卜舫济和司徒雷登分别是圣约翰大学和燕京大学校长.他们掌理校政过程中存有诸多共性,如注重实践校训理念、多方筹款自比"乞丐"、精打细算治理学校内务、倾注真情增进师生关系等.这些执掌校政之道至今仍值得我们借鉴.     

Rethinking the relationship between pedagogy,technology and learning in health and physical education

This paper seeks to address two key questions: (1) how could a pedagogically driven approach to the use of DigiTech in health and physical education (HPE) benefit young people’s learning and (2) what steps are required to develop new DigiTech pedagogies? The paper is a response to the largely pessimistic views presented in this journal by Gard, Lupton and Williamson about the role of technology in HPE. In this paper, we argue that while we need to be aware of the risks, we also need to explore the opportunities for digital technologies (DigiTech) to shape HPE in new and positive ways. Specifically, we argue that a focus on pedagogy is largely missing from earlier discussions. In mapping the evidence-base on DigiTech against a three-dimensional categorisation of pedagogy – in the form of learners and learning, teachers and teaching, and knowledge and context [Armour, K. M. (Ed.). (2011). Sport pedagogy: An introduction for coaching and teaching sport. Harlow: Prentice Hall] – we are able to demonstrate the value of a pedagogically informed debate on this topic. The paper concludes by arguing for a ‘profession-wide’ debate to co-construct, trial and evaluate new ways in which we should – and should not – use DigiTech to optimise young people’s learning in HPE.     

Culture = politics: the emergence of new cultural forms of protest in the age of freeter

This paper examines new cultural and political movements that have developed outside of traditional leftist politics since the early 1990s in Japan. The new movements, including Dame‐ren, the Cardboard House Art movements in Shinjuku and recent anti‐war protests on the Iraqi war, were mainly led by young people, in particular, the freeter generation, who did not experience the leftist politics of the 1960s. These movements are different from traditional Marxist political ones and even from the new social movements in the 1960s and 1970s in the sense that they incorporate more cultural practices such as art, music, dance and performance into their political activities. The paper also explores the historical background against which the new movements were born and have developed since the end of the Bubble economy. It sees freeters, young part‐time workers, as emerging, new political actors that have appeared through the transition of a mode of production from Fordism to post‐Fordism. The transformation of society, economy and politics, known as ‘post‐modernization’ or recently as ‘globalization’, has asked us to re‐consider and re‐define the basic concepts such as class, proletariat, power, labour and work which we once shared. The paper tries to locate, through a critical examination, the new movements within a broader context of anti‐neo‐liberalism and anti‐globalization and find political potentiality within it.     

基于质量管理理念的我国司法质量的提高

市场经济导致政府职能转变,带来了民众提高政府质量的诉求,特别是提高司法质量的强烈诉求,而司法质量管理则是提高我国司法质量的现实途径。应当借鉴质量管理的原理与方法,从树立司法质量观念入手,通过正确设定司法目标、建立司法评价体系、优化司法资源、再造司法流程、提高公众满意度、持续改进服务、杜绝劣质司法、有效监督司法等方法,建立我国司法质量管理体系并付诸实施,以提高我国司法运行质量。