| 1. |
- Beach, Dennis, et al.
(författare)
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The Empirical Study
- 2011
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Ingår i: Youn people's influense and democratic education: Ethnographic studies in upper-secondary schools. - London : Tufnell Press. - 9781872767185 - 1872767184 ; , s. 29-33
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Bokkapitel (refereegranskat)
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| 2. |
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| 3. |
- Bagley, Carl, et al.
(författare)
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The Marginalisation of Social Justice as a Form of Knowledge in Teacher Education in England
- 2014
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Ingår i: The ATEE Winter Conference on Social Justice and Diversity in Teacher Education, Budapest, April 15-17, 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teaching and teacher education for social justice is a moral and political undertaking for creating rich learning and life opportunities for all children by engaging their critical thinking and making learning meaningful in their lives. The attendent ascendency of standardised performance measures in schools, increased surveilance, control of curricula and emphasis on efficiency, outcomes and skills in teacher education as per current policy in England has been pointed out as having profound effects on defining what counts as responsive teachingof this kind and as undermining the possibilities for education equity and social justice in education. A concern for social justice involves and leans looking closely and critically at 'why and how our schools are unjust for some students. It means analysisng school policies and practices-the curriculum, textbooks and materials, instructional strategies, tracking, recruitment and hiring of staff, and parent involvement strategies-that devalue the identities od some students whilse overvalueing others. Diversity and equity can only be fulfilled if and when social justice is the major lens through which we view educational systems and practices. This kind of strong consideration of schools as anti-racist and inclusive instituions has never figured strongly on the education and teacher education policies of the state in England as is totally marginalised in, by and through recent neoliberal-neoconservative shifts to marketisation and a standards agenda.
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| 4. |
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| 5. |
- Beach, Dennis
(författare)
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Articulating theory, practice and objectivity in the ethnography of education as a community of practice
- 2013
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Konferensbidrag (refereegranskat)abstract
- What ethnography is, what good ethnography is, and what is good and or bad about ethnography, has been debated and written extensively on both theoretically, philosophically and empirically. Attempts to define ethnography and describe it in ideal terms has been argued to be both good for ethnography, as it helps establish good standards, and bad, as it sets up barriers to experimentation and acts as a conservative force against new developments. The present paper is essentially an empirical and reflective one that has been developed from data produced by reflecting on actions and writings about ethnography and asking others do the same and to comment on these reflections. It is based on the analysis of notes and memos made in the field, as I have read and read about, supervised and carried out ethnographic research and carried out structured and unstructured conversations and deliberate and recorded interviews across a long term participation in ethnography in education research. The research has mainly been conducted in Scandinavia in particular but has also included activities with central and southern European and UK-based researchers.
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| 6. |
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| 7. |
- Beach, Dennis, 1956, et al.
(författare)
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Authoritative knowledge in initial teacher education: studying the role of subject textbooks through two ethnographic studies of mathematics teacher education
- 2012
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Ingår i: Journal of Education for Teaching. - : Informa UK Limited. - 0260-7476 .- 1360-0540. ; 38:2, s. 115-125
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Tidskriftsartikel (refereegranskat)abstract
- Two related ethnographic research projects on mathematics teacher education in Sweden are presented in this paper. They represent a response to recent policy developments that reaffirm the value of authoritative subject studies content as the central and most important component in the professional knowledge base of would-be teachers and concomitant increases in the amount of subject studies in teacher education. These policy changes, in Sweden at least, lack scientific research support and the article argues that these policies need to be seriously rethought, as the increased emphasis on subject content may undermine the development of key professional skills.
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| 8. |
- Beach, Dennis, 1956
(författare)
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Book Review, Jensen, K., and Walker, S. (2007) Education, Democracy and Discourse
- 2010
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Ingår i: International Sociology. ; 25:2, s. 244-247
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- Education, Democracy and Discourse comprises 10 chapters, which describe a destructive and alienating process of marketization and commoditization of edu cational spaces and practices that undermines the professional status and culture of teachers as public sector workers and is contributing to the destruction of possibilities for educational equality and democracy. These are important issues of interest to education workers and researchers as well as research and undergraduate students in education sciences and the sociology, politics and economics of education respectively...
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| 9. |
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| 10. |
- Beach, Dennis, et al.
(författare)
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Changing higher education by converging policy-packages : Education choices and student identities
- 2014
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Ingår i: European Journal of Higher Education. - : Taylor & Francis. - 2156-8235 .- 2156-8243. ; 4:1, s. 67-79
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Tidskriftsartikel (refereegranskat)abstract
- Abstract: The past two decades of higher education research in Europe describe new-managerial and neo-liberal turns in governance policies that have brought shifts in the way institutions of higher education are defined and run, justify their existence and practices, and recruit and educate students. The expansion of higher education is often lifted as a key feature and motivation of these changes and it is also used in arguments for the need to change further. The European Union Lisbon Agreement is often referenced when changes are discussed and motivated by change agents. It describes needs of effectiveness and new kinds of programmes and courses to deal with increased volume and widening participation. New demands are described as having been placed on teachers, students and leadership, including an expanded role for student choices of and in higher education. Based on ethnographic research key aspects of extended choice are examined in the present article. Keywords: cultural capital, choice rationalities, skilled/semi-skilled choices, generification
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