| 1. |
- Aktaş, Vezir, et al.
(author)
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Social scientists under threat : Resistance and self-censorship in Turkish academia
- 2019
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In: British Journal of Educational Studies. - : Taylor & Francis. - 0007-1005 .- 1467-8527. ; 67:2, s. 169-186
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Journal article (peer-reviewed)abstract
- Attacks on academic freedom in Turkey have become increasingly systematic in recent years and thousands of academics have been dismissed. This study reflects on the effects of this worsening repression through interviews with academics in the social sciences, both those dismissed and those still active in their profession. Although the dismissed academics are socially in a very precarious position, they are continuing their scholarly activities in alternative, underground forms. This resistance stands in contrast to the accommodation and self-censorship that seem, according to the interviewees, to prevail in university departments.
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| 2. |
- Aktaş, Vezir, et al.
(author)
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Taking to the streets : A study of the street academy in Ankara
- 2020
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In: British Journal of Educational Studies. - : Taylor & Francis. - 0007-1005 .- 1467-8527. ; 68:3, s. 365-388
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Journal article (peer-reviewed)abstract
- In wide-ranging attacks on academic freedom in Turkey in recent years, thousands of academics have lost their university positions. At the end of 2016 oppositional academics, many of whom were dismissed from their positions for having signed a peace petition, established a Street Academy as an alternative way to reach out to both students and the public in Ankara. In this study we analyse the experiences of these street academy lecturers from the perspective of Social Representation Theory. Our main aims were to explore teaching experience perceptions and representations and, in addition, also the opportunities and challenges generated by this alternative academy. Data consisted of semi-structured interviews with five female and five male street academy lecturers. The results of a qualitative thematic analysis revealed that the way participants explained their experiences could be organised into three major themes and several subordinate themes. One of the most salient results was that participating in the street Academy had become a way to defend academic freedom. More generally suggested results demonstrated that teaching in this new setting, outside of the universities and away from customised learning environments, was quite a novel experience. The possible implications of street academy lecturers? experiences are discussed.
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| 3. |
- Allan, J
(author)
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The sociology of disability and the struggle for inclusive education
- 2010
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In: British Journal of Educational Studies. - : Routledge. - 0007-1005 .- 1467-8527. ; 31:5, s. 603-619
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Journal article (peer-reviewed)abstract
- This article charts the emergence of the sociology of disability and examines the areas of contestation. These have involved a series of erasures and absences – the removal of the body from debates on the social model of disability; the disappearance of the Other from educational policies and practices; and the absence of academics from political discourses and action. The paper considers the contribution of the sociology of disability to inclusive education and examines some of the objections currently being voiced. It ends with some reflections on the possibilities for academics within the sociology of disability to pursue alternative forms of engagement and outlines a series of duties that they might undertake.
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| 4. |
- Biesta, J, et al.
(author)
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The theory question in research capacity building in education : Towards an agenda for research and practice
- 2011
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In: British Journal of Educational Studies. - : Routledge. - 0007-1005 .- 1467-8527. ; 59:3, s. 225-239
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Journal article (peer-reviewed)abstract
- The question of capacity building in education has predominantly been approached with regard to the methods and methodologies of educational research. Far less attention has been given to capacity building in relation to theory. In many ways the latter is as pressing an issue as the former, given that good research depends on a combination of high quality techniques and high quality theorising. The ability to capitalise on capacity building in relation to methods and methodologies may therefore well be restricted by a lack of attention to theory. In this paper we make a case for capacity building with regard to theory, explore the different roles of theory in educational research, and provide an outline of an agenda for capacity building with regard to theory.
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| 5. |
- Jackson, Robert
(author)
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'WHO'S AFRAID OF SECULARISATION?' A RESPONSE TO DAVID LEWIN
- 2017
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In: British Journal of Educational Studies. - : Informa UK Limited. - 0007-1005 .- 1467-8527. ; 65:4, s. 463-468
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Journal article (peer-reviewed)abstract
- This response to David Lewin states the purpose of my critique of some aspects of Liam Gearon's work. It clarifies my position on the aims of 'inclusive' religious education, rejecting Gearon's view that REDCo researchers shared a common pluralistic theology, regarding religious education as having a single political aim. It reinforces Gearon's misrepresentation of the development of the Toledo Guiding Principles. In addressing the concern that religious education serves political ends, I acknowledge that much educational discourse has a political dimension but, in the case of 'inclusive' religious education, I argue that an approach based on John Rawls' view of political liberalism can facilitate understanding of religions. I respond to Lewin's assumption that my own view of religious language is entirely propositional and I compare the view of religious language expressed by Morimoto, quoted with approval by Lewin, with that of D. Z. Phillips, noting that its adoption implies that religious 'insiders' and those with no religious commitments are incapable of mutual understanding. I introduce the interpretive approach as an impartial methodology for religious education. Finally, I invite Lewin to engage with empirical research informing European policy on religious education, relevant to issues of secularity and secularism.
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| 6. |
- Mattsson, Christer, et al.
(author)
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Violent Extremism, National Security and Prevention. Institutional Discourses and their Implications for Schooling
- 2018
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In: British Journal of Educational Studies. - : Informa UK Limited. - 0007-1005 .- 1467-8527. ; 66, s. 109-125
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Journal article (peer-reviewed)abstract
- © 2017 Society for Educational Studies. Currently, threats to societal security from extremist groups are high on the political agenda in many countries. Politicians, policymakers at various levels and communities are searching for methods to counteract recruitment to violent organizations. These efforts are often referred to as Prevention of Violent Extremism (PVE-programmes). One of the earliest PVE programmes in Europe was the British PREVENT programme, and it has to some extent served as a model for other countries, including Sweden. In this article, we scrutinize a particular method, inspired by the PREVENT, and developed by the Swedish National Coordinator against violent extremism, called The Conversation Compass (CC) intended for so-called front-line workers. This article reports an analysis of this method in order to provide a broader understanding of how the discourse on preventing violent extremism meanders from political and policy discourses into claims about how to organize educational practices and social work and the regulations under which these institutions operate. The results show that the CC contributes to a securitization of the educational system in ways that are not in line with educational traditions of schools in Sweden, or with the laws and policies that regulate the educational system.
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| 7. |
- Mendick, Heather, et al.
(author)
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A Critique of the STEM Pipeline : Young People’s Identities in Sweden and Science Education Policy
- 2017
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In: British Journal of Educational Studies. - : Informa UK Limited. - 0007-1005 .- 1467-8527. ; 65:4, s. 481-497
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Journal article (peer-reviewed)abstract
- In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on ‘identity work’. We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity, social class and nationality, and their impact on science and with debates about science as elitist and implicated in neoliberalism.
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| 8. |
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| 9. |
- Rapp, Stephan
(author)
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Headteacher as a pedagogical leader : a comparative study of headteachers in Sweden and England
- 2010
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In: British Journal of Educational Studies. - : Taylor & Francis. - 0007-1005 .- 1467-8527. ; 58:3, s. 331-349
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Journal article (peer-reviewed)abstract
- This is a comparative study, drawing on data obtained from interviews conducted with headteachers, that compares the roles of Swedish and British headteachers as pedagogical leaders. For its analytical framework the study uses the qualitative research approach known as phenomenography and, in the context of the guiding legal documents related to education, examines the study's findings as frame factors and as tight and loosely coupled systems. Based on interviews with the study's subjects (five Swedish and five English headteachers), discernible differences were noted between Swedish and English headteachers in their roles as pedagogical leaders. Both groups are responsible for the administration and management of the school but, compared to the Swedish headteachers, their English counterparts have greater personal responsibility for the school's overall performance and are more focused on providing leadership in teaching and learning. In contrast, the Swedish headteachers had a greater separation of the two roles, with the headteacher taking responsibility for administration and leaving responsibility for teaching and learning to the teachers.
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| 10. |
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