| 31. |
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Democratic education : ethnographic challenges
- 2003
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The idea of democratic schooling with its emphasis on equality is seriously attacked by the marketisation of education. New policies of educational restructuring emphasise accountability and close links between school and industry, where schools and students become targets of constant evaluation and competition. This book challenges such policies and practices through analyses of their negative consequences for social justice and democracy. It explores the effects of restructuring on everyday life in schools and other educational institutions and presents analyses of how differences based on gender, social class, ethnicity, nationality and embodiment are dealt with in educational settings. The authors draw on a range of theories, including poststructuralist, postcolonial, feminist and Marxist perspectives, and the localised ethnographies are contextualised in changing educational politics. How policies are contradicted by practices is discussed in relation to the classroom, teacher education and issues of inclusion and exclusion. A critical gaze is directed at Nordic countries where restructuring processes contradict a political discourse based on equality and comprehensive education. It is the immersion in the daily life of institutions and their participants that gives ethnography a particular edge in obtaining insights into what changes and what stays the same. This book provides a looking glass into the tensions and contradictions that New Right policies have introduced in educational institutions. Actors in the field experience frustration in introducing changes and controlling the direction of those changes. It is their voices that ethnographers try to hear and disseminate. Most ethnographers do not simply tell a (more or less) gripping story about the field - they aim to analyse the practices they encounter, and endeavour to render them into analytical narratives that tell different stories than those produced through policy research or questionnaires and interviews. Although these are not necessarily better stories, we suggest that they are particularly relevant in demonstrating the organisation and practice of producing difference. (Description by the publisher).
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| 32. |
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| 33. |
- Lahelma, Elina, et al.
(författare)
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Strong Nordic women' in the making?
- 2003
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Ingår i: Democratic education. - : Tufnell Press. - 1872767427 ; , s. 39-51
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 34. |
- Troman, Geoff, et al.
(författare)
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Researching education policy : ethnographic experiences
- 2006
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- This book draws on the work of three experienced ethnographers who have studied the effects of education policy on teachers’ work in the United Kingdom and Sweden. The book traces some of the issues and experiences in the development of ethnographic projects examining policy developments—from planning, through analysis and writing, to outcomes as methodological articles. Ethnographic research into teachers’ work seeks to understand educational and social change. As in other European countries, the UK education system has undergone massive restructuring since the late 1970s, with proliferating neo-liberal modes of regulation. Policy has had teachers as its focus for change, recently redefining and reworking teachers and teaching. There is a crucial role for an ethnographic case study approach to complement analyses of official educational policy. In general, the experiences, perspectives and emotions of the actors who implement policy, and the social, cultural, political, economic and emotional contexts in which they do so has been neglected. The ethnographic method is well placed to study these areas of social life since it investigates the perspectives and behaviours of people within, in this case, education cultures. It charts the daily lived experience and impact of policy on educational subjects. Contents Introduction Section I—Policy and the ethnographic process No entry signs: educational change and some problems encountered in negotiating entry to educational settings. Geoff Troman Time for ethnography, Bob Jeffrey and Geoff Troman Researching primary teachers’ work: Examining policy and practice through interactionist ethnography, Geoff Troman Section II—Policy, representation and dissemination How to ‘describe’ ethnographic research sites, Bob Jeffrey The deceptive imagination and ethnographic writing, Dennis Beach Artistic representation and research writing, Dennis Beach Tales from the interface: Disseminating ethnography for policy making, Geoff Troman References
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| 35. |
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