| 1. |
- Björk, Kaisa, et al.
(författare)
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Collaboration and identity work : a linguistic discourse analysis of immigrant students’ presentations concerning different teachers’ roles in a school context
- 2019
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Ingår i: Review of Education/Pedagogy/Cultural Studies. - : Taylor & Francis Group. - 1071-4413 .- 1556-3022. ; 41:1, s. 26-47
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to provide new understanding of teachers’ and immigrant students’ collaboration and identity work in a school context. Linguistic discourse analysis of immigrant student presentations of teachers’ different roles in a school context was based on empirical sequences from interviews in previously published qualitative analyses. The analysis was carried out with the help of linguistic discourse and previous research on the phenomena of ‘individual needs’, ‘dilemmas’, and ‘cooperation’. Analytical findings with the following themes are presented: (1) discursive presentation of disinterested and disrespected teachers, and (2) discursive presentation of active and strategic teachers. The discursive presentations of disinterested and disrespected teachers, and active and strategic teachers, painting a rhetorically charged picture of major challenges involved in teachers’ practical work with immigrant students. Implicit in these linguistic discursive representations is the portrayal of school teachers as both incompetent and competent actors, and students as competent actors. In this way, representations concerning school practice become a fundamental dimension in the creation and re-creation of students’ personal identities and teachers’ professional identities. Immigrant students occasionally create an interactive distance from categories upon which they depend in different ways and that are linked to the school context. Their identities are brought to the fore and preserved through both the distinction in relation to others and interactions with others (i.e., teachers, other students, and parents). The study provides an indication that recognition of identities is an important dimension for successful collaboration and learning in the school context.
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| 2. |
- Garcy, Anthony M., et al.
(författare)
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A critical review of the literature on the relationship between school quality and health inequalities
- 2018
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Ingår i: Review of Education/Pedagogy/Cultural Studies. - : Wiley. - 1071-4413 .- 1556-3022. ; 6:1, s. 40-66
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Forskningsöversikt (refereegranskat)abstract
- Robust evidence suggesting a strong association between greater educational attainment, betterhealth and lower mortality, has led to speculation that the quality of schooling can also have effectson health. This review critically summarises findings from 15 studies in a growing area of researchconcerning the effects of school quality on health. Findings suggested positive, long-term benefits ofhigh-quality pre-school. Other findings suggested that higher teacher wages, lower pupil–teacherratios, a longer school year, and higher college selectivity had mostly positive long-term effects onhealth and mortality. Several studies found that school quality modified the effect of years of completededucation on various health outcomes. Some measures of school quality including smallerclass size in relation to mortality, and higher college selectivity in the case of smoking were not consistentlyrelated to better health. While studies varied in their consistency and significance, theweight of the evidence together, suggests that some health inequalities over the life course wereexplained partly by differences in school quality. This may be related to improved cognition, occupationalcharacteristics, and the incomes of those exposed to better quality schooling. Direct healthknowledge and behaviour may also play a role.
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| 3. |
- Stahl, Garth, et al.
(författare)
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Investigating the role of identity versatility in the discursive production of working-class boyhood, learner identities and educational engagement
- 2024
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Ingår i: Review of Education/Pedagogy/Cultural Studies. - : Routledge. - 1071-4413 .- 1556-3022.
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Tidskriftsartikel (refereegranskat)abstract
- Internationally, boys from working-class backgrounds are often the most likely to disengage from their formal education. Research on the educational experience of working-class boys has focused heavily on their identity barriers, often positioning these young men as either vulnerable or volatile in their formal education. Social theorists have sought to address the historical and cultural embedded (gendered) practices which influence the identity work of working-class boys. This conceptual article contributes to the study of working-class boyhood and education through first synthesizing key themes present in the historic and contemporary literature before adopting a feminist post-structural stance to consider how these themes are informed by our understandings of the discursive production of masculinities. Then, in the second half of the paper, we make visible what has been at the margins in the scholarship - identity versatility - which we define as contextual and agentic adaptation. Attention to versatility, we feel, offers the potential for a nuanced analysis regarding working-class boyhood, learner identities and educational engagement.
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| 4. |
- Sunnemark, L., et al.
(författare)
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Decolonizing higher education in a global post-colonial era: #RhodesMustFall from Cape Town to Oxford
- 2023
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Ingår i: Review of Education Pedagogy and Cultural Studies. - : Informa UK Limited. - 1071-4413 .- 1556-3022. ; 45:1, s. 53-76
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Tidskriftsartikel (refereegranskat)abstract
- Considering globalization as part of a post-colonial conjuncture, the examination of the politics of decolonization is essential to understand key conflicts in global civil society. Recently, a global movement for the decolonization of higher education has played a key role in this context, with the #RhodesMustFall movement being particularly important. Starting at the University of Cape Town and spreading to Oxford University, the movement initially protested against the presence of statues of Cecil Rhodes at both sites. We argue that the #RhodesMustFall movement is part of what we call a global field of decolonial politics. We also demonstrate how movement discourse is necessarily rearticulated when shifting context: the primary characteristic of the UCT discourse is its constitution of "black" subjectivity, while the Oxford discourse is largely shaped by the diasporic situation of formerly colonized peoples within an ex-metropolis, constructing multiple plural subjectivities and recovering issues of race and coloniality from political margins.
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