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Sökning: AMNE:(SOCIAL SCIENCES Educational Sciences) > Beach Dennis 1956

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1.
  • Beach, Dennis, 1956- (författare)
  • Personalisation and the education commodity : a meta-ethnographic analysis
  • 2017
  • Ingår i: Ethnography and Education. - Oxford : Routledge. - 1745-7823 .- 1745-7831. ; :2, s. 148-164
  • Tidskriftsartikel (refereegranskat)abstract
    • This article is based on a meta-ethnography of research about schools, school experiences and learning following the recent (post-market) introduction of personalisation policies in Swedish schools. It pays particular attention to issues of equity. Tensions between personalisation, privatisation and equity are discussed and it is noted that personalisation policies seem to have been unable to evade the pressures of commodification or overcome the difficulties of social reproduction in education.
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2.
  • Player-Koro, Catarina, et al. (författare)
  • TEACHING AND LEARNING IN TECHNOLOGY RICH SCHOOLS: TRADITIONAL PRACTICES IN NEW OUTFITS
  • 2015
  • Ingår i: The proceeds of the 2015 Education and New Developments (END) Conference, Porto, Portugal, June 27-29 2015. - 9789899938922 ; , s. 136-140
  • Konferensbidrag (refereegranskat)abstract
    • This paper examines the issue of technology optimism through critical ethnographic research from two years of study within four upper secondary schools in Sweden. These schools have invested in one-to-one lap-top initiatives as a claimed means to solve important problems and transform educational settings to the better based on a belief in the capacity of technology to change things in a progressive common interest. We examine the degree to which this seems to have happened. We discuss the technology optimism discourse as one that has allowed a marketization process to take over schools in the interests of corporations and examine if a process of false marketing can be said to have taken place as part of an exploitation of education in the interests of corporate profit. There is strong empirical support for this suggestion. One-to-one technology has not had strong effects on pedagogy in the two schools whilst corporations have made vast profits from the sale of computer hard- and software to schools in one-to-one and other similar ventures.
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3.
  • Bagley, Carl, 1958, et al. (författare)
  • The marginalisation of social justice as a form of knowledge in teacher education in England
  • 2015
  • Ingår i: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:4
  • 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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4.
  • Beach, Dennis, 1956-, et al. (författare)
  • Rurality and education relations : metro-centricity and local values in rural communities and rural schools
  • 2019
  • Ingår i: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 18:1, s. 19-33
  • Tidskriftsartikel (refereegranskat)abstract
    • Based on ethnographic fieldwork in six different types of rural area and their schools in different parts of Sweden, this article identifies how rural schools relate to the local place and discusses some of the educational implications from this. Recurrent references to the local community were present in some schools and people there explicitly positioned themselves in the local rural context and valorised rurality positively in education exchanges, content and interactions, with positive effects on young people's experiences of participation and inclusion. These factors tended to occur in sparsely populated areas. An emphasis on nature and its value as materially vital in people's lives was present as was a critique of middle-class metrocentricity. Such values and critique seemed to be absent in other areas, where rurality was instead often represented along the metrocentric lines of a residual space in modernizing societies.
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5.
  • The Wiley Handbook of Ethnography of Education
  • 2018
  • Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
    • A state-of-the-art reference on educational ethnography edited by leading journal editors This book brings an international group of writers together to offer an authoritative state-of-the-art review of, and critical reflection on, educational ethnography as it is being theorized and practiced today—from rural and remote settings to virtual and visual posts. It provides a definitive reference point and academic resource for those wishing to learn more about ethnographic research in education and the ways in which it might inform their research as well as their practice. Engaging in equal measure with the history of ethnography, its current state-of play as well as its prospects, The Wiley Handbook of Ethnography of Education covers a range of traditional and contemporary subjects—foundational aims and principles; what constitutes ‘good’ ethnographic practice; the role of theory; global and multi-sited ethnographic methods in education research; ethnography’s many forms (visual, virtual, auto-, and online); networked ethnography and internet resources; and virtual and place-based ethnographic fieldwork. •Makes a return to fundamental principles of ethnographic inquiry, and describes and analyzes the many modalities of ethnography existing today •Edited by highly-regarded authorities of the subject with contributions from well-known experts in ethnography •Reviews both classic ideas in the ethnography of education, such as “grounded theory”, “triangulation”, and “thick description” along with new developments and challenges •An ideal source for scholars in libraries as well as researchers out in the field The Wiley Handbook of Ethnography of Education is a definitive reference that is indispensable for anyone involved in educational ethnography and questions of methodology. Introduction 1 Dennis Beach, Carl Bagley, and Sofia Marques da Silva Part One 15 1 Recognizable Continuity: A Defense of Multiple Methods 17 Geoffrey Walford 2 Lived Forms of Schooling: Bringing the Elementary Forms of Ethnography to the Science of Education 31 Mats Trondman, Paul Willis, and Anna Lund 3 Tales of Working Without/Against a Compass: Rethinking Ethical Dilemmas in Educational Ethnography 51 Barbara Dennis 4 Communities of Practice and Pedagogy 71 Sara Delamont and Paul Atkinson 5 Critical Bifocality 91 Lois Weis and Michelle Fine 6 Ethnographic Writing 113 Bob Jeffrey 7 What Can Be Learnt?: Educational Ethnography, the Sociology of Knowledge, and Ethnomethodology 135 Christoph Maeder Part Two 151 8 Changing Conceptions of Culture and Ethnography in Anthropology of Education in the United States 153 Margaret Eisenhart 9 Ethnography of Schooling in England: A History and Assessment of Its Early Development 173 Martyn Hammersley 10 Latin American Educational Ethnography 195 Diana Milstein and Angeles Clemente 11 Curriculum, Ethnography, and the Context of Practice in the Field of Curriculum Policies in Brazil 215 Alice Casimiro Lopes and Maria de Lourdes Rangel Tura 12 Ethnographic Research in Schools: Historical Roots and Developments with a Focus on Germany and Switzerland 233 Anja Sieber Egger and Gisela Unterweger 13 Ethnography and Education in an African Context 257 Maropeng Modiba and Sandra Stewart Part Three 323 14 Visual Ethnography in Education 325 Gunilla Holm 15 Lost in Performance? Rethinking and Reworking the Methodology of Educational Ethnography: Artistic and Performance Perspectives 355 Jim Mienczakowski 16 Staging Resistance: Theatres of the Oppressed 375 Norman K. Denzin 17 Agential Realism and Educational Ethnography: Guidance for Application from Karen Barad’s New Materialism and Charles Sanders Peirce’s Material Semiotics 403 Jerry Lee Rosiek 18 Multi?]sited Global Ethnography and Elite Schools: A Methodological Entrée 423 Jane Kenway, Johannah Fahey, Debbie Epstein, Aaron Koh, Cameron McCarthy, and Fazal Rizvi 19 Educational Ethnography In and For a Mobile Modernity 443 Martin Forsey 20 On Network(ed) Ethnography in the Global Education Policyscape 455 Carolina Junemann, Stephen J. Ball, and Diego Santori 21 Autoethnography Comes of Age: Consequences, Comforts, and Concerns 479 Andrew C. Sparkes 22 Positionality and Standpoint: Situated Ethnographers Acting in On- and Offline Contexts 501 Sofia Marques da Silva and Joan Parker Webster Part Four 513 23 Ethnography of Education: Thinking Forward, Looking Back 515 Dennis Beach, Carl Bagley, and Sofia Marques da Silva Notes 533 Index 549
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6.
  • Beach, Dennis, 1956 (författare)
  • Researching for justice: using meta-ethnographic synthesis to develop knowledge for research for social transformation
  • 2023
  • Ingår i: Ethnography and Education. - 1745-7823 .- 1745-7831.
  • Tidskriftsartikel (refereegranskat)abstract
    • In a special issue article on ethnographic synthesis from 2017, Karen Borgnakke addressed some of the challenging methodological questions and dilemmas associated with meta-ethnography by ethnographic researchers. The article compared meta-ethnography with evidence-based models for measuring learning effects in education, but highlighted that the founders of meta-ethnography, Noblit and Hare, described the methodology and its aims quite differently to this. Rather than the aggregation of findings, the aim was to, in the interests of social justice and social transformation, generalise findings from individual research based on critical interpretations of several ethnographic products. Using a qualitative synthesis of meta-ethnographic research from ethnographies on Sweden's school system, the present article examines this aim further. It tries to generate and communicate knowledge about how ethnographers of education can engage in research to fulfil commitments connected to social justice and transformation. In short, it attempts to describe what this research can look like.
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7.
  • Levinsson, Magnus, et al. (författare)
  • Teacher Educators in Neoliberal Times: A Phenomenological Self-Study
  • 2020
  • Ingår i: Phenomenology & Practice. - : University of Alberta. - 1913-4711. ; 14:1, s. 7-23
  • Tidskriftsartikel (refereegranskat)abstract
    • In Sweden, and most Western countries, pervasive neoliberal policies have dramatically transformed the entire education sector in a matter of decades. As teacher educators, we have experienced how neoliberal currents have pushed Swedish teacher education towards a teacher training paradigm which may risk undermining the foundations for professional judgement. Moreover, the Bologna Process and the introduction of New Public Management have had significant consequences for what it means to be a teacher educator. In this study, we present our everyday experiences of being teacher educators, immersed in a teacher education culture in Sweden which has evolved under the pressures of neoliberalism. To address these complex lived experiences, we engaged in a phenomenological first-person account. Three main themes emerged from an analysis of lived experience descriptions: (a) Alignment Slaves; (b) Audit Puppets; (c) Techno Phobes. These themes reflect different lived dimensions of being teacher educators confronted with neoliberal agendas. The paper concludes with a call for resistance to bring about change within teacher education.
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8.
  • Beach, Dennis, 1956, et al. (författare)
  • Changing higher education by converging policy-packages: education choices and student identities
  • 2014
  • Ingår i: European Journal of Higher Education. - 2156-8235 .- 2156-8243. ; 4:1, s. 67-79
  • Tidskriftsartikel (refereegranskat)abstract
    • The past two decades of higher education research in Europe describe new managerial and neoliberal 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.
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9.
  • Beach, Dennis, 1956, et al. (författare)
  • Equity and education in cold climates: An introduction
  • 2016
  • Ingår i: D. Beach and A. Dyson (Eds), Equity and education in cold climates, London: Tufnell Press. - London : Tufnell Press. - 1872767249 ; , s. 1-13
  • Bokkapitel (refereegranskat)abstract
    • The introduction sets the framework of the book 'Equity and Education in Cold Climates. It focuses critically on a number of themes in relation to social inclusion and equity and the book chapters. These are largely based on qualitative empirical and policy research.
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10.
  • Beach, Dennis, 1956, et al. (författare)
  • Equity and education in England and Sweden, tentative conclusions
  • 2016
  • Ingår i: D. Beach and A. Dyson (Eds), Equity and education in cold climates, London: Tufnell Press. - London : Tufnell Press. - 1872767249 ; , s. 209-223
  • Bokkapitel (refereegranskat)abstract
    • This chapter attempts to make tentative conclusions from the chapter contributions in the book on Equity and Education in cold climates. It addresses policies, practices and outcomes related to education equity in Sweden and England and the apparent inability of education reforms to deal with inequalities in the these countries.
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