| 1. |
- Adami, Rebecca, 1982-
(författare)
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A Narratable Self as Addressed by Human Rights
- 2017
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 15:3, s. 252-261
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Tidskriftsartikel (refereegranskat)abstract
- The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one’s life story narrative through relationality.
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| 2. |
- Alerby, Eva, 1958-, et al.
(författare)
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Philosophical reimaginings of educational places and policy : Through the metaphor of a wardrobe
- 2019
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Ingår i: Policy Futures in Education. - : Sage Publications. - 1478-2103. ; 17:4, s. 460-473
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to challenge the physical and conceptual boundaries of educational places and spaces with the use of metaphor: the story of Professor Kirke’s magic wardrobe in The Lion, the Witch and the Wardrobe, the first book in The Chronicles of Narnia by CF Lewis (1950). By explicating and theorising the concerns that arise, we provoke diverse ways of thinking about the complexities of shifting, expanding, constantly evolving educational spaces and places. In our theorisations, we draw on the philosophy of the life-world through Maurice Merleau-Ponty, on a post-structural approach through Julia Kristeva’s work, and on the new-materialist perspective of Gilles Deleuze. As these three philosophical perspectives draw upon different basic assumptions about humans and the world, they also illuminate different aspects of a variety of phenomena and concepts, which we elaborate on in this paper to reach a more comprehensive understanding of educational spaces and places. Our argument arises from philosophical engagements with the story of the Pevensie siblings’ transformation – and transportation – to Narnia through the wardrobe, with notions of educational openings and opportunities, to explore possibilities for reimagining the conceptions and realities of places and spaces in education. To conclude, citizens of today, including children, students, teachers, politicians and researchers, need to discuss basic assumptions for education and policy to reimagine the entangled complexities of educational spaces and places.
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| 3. |
- Alerby, Eva
(författare)
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Places for silence and stillness in schools of today : A matter for educational policy
- 2019
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Ingår i: Policy Futures in Education. - : Sage Publications. - 1478-2103. ; 17:4, s. 530-540
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, it is my intention to not only explore the notions and significance of places for silence in education today, but also to develop insights into diverse understandings of silence – such as aspects of power in silence and issues of silent students – to inform school practices and educational policy. The discussion will be illustrated by some students’ experiences of a place in the school’s playground – the silent place known as the Peace Area. The students at this playground emphasised the significance of a silent place, a place of stillness, to visit during one’s time at school. A place for relaxing together with friends, but also a place to be alone with one’s thoughts. The students clearly expressed their desire to withdraw to a silent and peaceful place during the school day. But, how many places of silence and stillness are there in the schools of today? As humans, we are, in our daily life, more or less surrounded by different forms of sounds and noise, but also of silence and stillness, even though we do not always recognise or hear the silence. Silence can also be experienced and understood in various ways: pleasant and something to be longed for or unpleasant and unwelcome – or even in some cases as something to be feared. An essential question to raise for future educational policy is not only to what extent students can be in a place of silence and stillness during the school day, but also whether places of silence and stillness are appreciated in today’s schools.
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| 4. |
- Allan, J
(författare)
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Responsibly competent : Teaching, ethics and diversity
- 2011
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Ingår i: Policy Futures in Education. - : Symposium Journals. - 1478-2103. ; 9:1, s. 152-159
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Tidskriftsartikel (refereegranskat)abstract
- This article reports on a Council of Europe project, Policies and Practices for Teaching Sociocultural Diversity, undertaken between 2006 and 2009. The project was undertaken in three phases and involved a survey of teacher education policies and practices in relation to sociocultural diversity across Europe, a conceptual analysis and the development of a framework of teacher competences for sociocultural diversity. The article charts the process of developing the framework and reports on the engagement with the key stakeholders - policy makers, teachers and students. The features of the competence framework, informed by Levinas and emphasising the teacher's responsibility to the Other, are discussed.
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| 5. |
- Andersson, Åsa, 1973, et al.
(författare)
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Re-thinking official educational organization towards friction-zones between divergent knowledges
- 2022
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 21:1
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Tidskriftsartikel (refereegranskat)abstract
- In this article, I re-think official educational organization toward friction-zones. Thinking with a swimming event in physical education, and Deleuze's notion of pure difference and its accompanying characteristics, non-linearity, decentralization, pluralistic knowledge, virtual and actual multiplicities, nomadic waiting, and open ends, I outline conditions for official educational organization in the encounter between divergent knowledges. The aim is to bring teachers and students closer to each other and paradoxically let up-coming concepts, meanings, and ideas act instead of silence everything that is not in line with predefined educational goals. It is to create common histories of learning and knowledge productions, and hence to produce common grounds in/by motion. Ultimately, it is about inclusive processes in/by motion. And, it is also a call for us all to pay attention and resist unintentional productions of exclusion, and thus all colonizing processes that includes superior knowledge.
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| 6. |
- Angervall, Petra, 1970, et al.
(författare)
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Becoming an Academic Researcher
- 2014
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Ingår i: Policy Futures in Education. - 1478-2103. ; 12:2, s. 186-195
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Tidskriftsartikel (refereegranskat)abstract
- The neo-liberal restructuring of academia justifies research concerning what constitutes academic work, what it means to be an academic researcher and how researchers manoeuvre in academia. The aim of this article is to investigate how this reshaping of higher education affects how research careers are formed and impacts on ‘becoming researchers’. The authors analyse the processes of becoming an academic subject by means of detailed cartographies of 14 early career researchers and their experiences of making a career in academia. The authors see the nomadic subject as being in a becoming process of constant change and mediation between different levels of power and desire. She or he constantly searches and shifts between a conscious desire and unconscious needs. By using three intersected themes – ‘feeling a bit alone’, ‘I do “my own thing”’ and ‘I decided to move’ – the authors have identified how these 14 researchers, in the processes of becoming an academic subject, are driven by desires that are making it difficult for them to understand and read their situations. There appears to be a tension between how they understand what they need to do and what they actually do. In conclusion, the authors illustrate how these nomadic researchers are made into unproductive individuals who underperform. Their otherness is often understood as and proclaimed to be self-made. That is why academics in a nomadic subject position often seem to blame themselves for their lack of ability to adjust to institutional demands for performativity.
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| 7. |
- Angervall, Petra, 1970
(författare)
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The excellent researcher
- 2016
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 14:2, s. 225-237
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Tidskriftsartikel (refereegranskat)abstract
- The neo-liberal university not only changes systems of governance but also impacts on how subject positions are valued. These changes justify critical questions on how academics manoeuvre in academia. In this study focus is on the told experiences of 18 researchers who describe how they made an excellent career in academia. The results show that most of the researchers express awareness about a performative culture in terms of how it is affecting their careers and how they should make mindful and rewarding choices. Accordingly, the excellent researcher is expected to know how to use specific locations in order to move in a profitable way. Some express that they move as they like, due to their individual competence. The results also illustrate how women more than men express uncertainties and complex self-images that create barriers (mental and physical). Men seem to think less about their conditions than women, and express clear views about where to go and how to move. Women move less distinctly and less collaborative, but also seem less rewarded. Many of the women appear anxious, especially in relation to the boundaries between private- and work-life, which partly could disable them in using their capacity of making distinct choices in their career.
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| 8. |
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| 9. |
- Aronsson, Lena, 1959-
(författare)
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Reconsidering the concept of difference : A proposal to connect education and neuroscience in new ways
- 2020
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 18:2, s. 275-293
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Tidskriftsartikel (refereegranskat)abstract
- Connecting neuroscience and education is a desire in contemporary society, related to the recur- ring calls for education to become more evidence-based. Research in educational neuroscience strives towards such interdisciplinary knowledge production and to an enhanced interaction between neuroscience research and educational practice. However, various problems and difficul- ties in achieving these collaborations are often reported. Discrepancies, hierarchies, misconcep- tions and communication problems can be described as creating a ‘discourse of difficulty’. The aim of this paper is to trace the specific difficulties that have created this discourse, and to problematize these difficulties in ways that enable new conceptions of what might be entailed by interaction and mutual knowledge development between the fields of neuroscience and education, and between academic theory and educational practice. The most significant difficulty is caused by a binary understanding of the concept of difference in relation to understanding the fields. Instead of understanding the fields in opposition to each other, I will suggest an understanding that implies difference emerging in each of the collaborating fields as the self-differing effects of the encounter. In the concluding discussion, I will argue that an understanding of the concept of difference as a process of mutual transformation can be essential for reciprocity and bi-directionality in collabo- rations. Instead of producing contradictions and hierarchies between scientific fields and between theory and practice, such an understanding of difference might facilitate an investigation of the polarizations that always position something as of lesser value, and ultimately, creates the gaps that collaborations want to bridge.
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| 10. |
- Bagley, Carl, 1958, et al.
(författare)
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The marginalisation of social justice as a form of knowledge in teacher education in England
- 2015
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Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:4, s. 424-438
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Tidskriftsartikel (refereegranskat)abstract
- This paper utilises the analytical concepts developed in the work of Basil Bernstein to reflect on the ways in which discourses such as social justice are especially vulnerable in teacher education in England. In particular, under new-managerial regimes the forms of knowledge which are emphasised and valued focus on the instrumental and performative. As a consequence, critical and vertical forms of knowledge associated with social justice in teacher education are either absent or marginalised and reframed away from an appreciation and awareness of the structural and economic causes of inequality. Moreover, the criteria needed to effectively introduce social justice as a knowledge base in teacher education are positioned antithetically to neo-liberalism– neo-conservatism, making them arguably impossible to achieve within the current system of education in England.
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