| 1. |
- Player-Koro, Catarina, et al.
(author)
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TEACHING AND LEARNING IN TECHNOLOGY RICH SCHOOLS: TRADITIONAL PRACTICES IN NEW OUTFITS
- 2015
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In: The proceeds of the 2015 Education and New Developments (END) Conference, Porto, Portugal, June 27-29 2015. - 9789899938922 ; , s. 136-140
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Conference paper (peer-reviewed)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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| 2. |
- Bagley, Carl, 1958, et al.
(author)
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The marginalisation of social justice as a form of knowledge in teacher education in England
- 2015
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In: Policy Futures in Education. - : SAGE Publications. - 1478-2103. ; 13:4
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Journal article (peer-reviewed)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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| 3. |
- Beach, Dennis, 1956, et al.
(author)
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Myten om en skola för alla
- 2020
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In: Perspektiv på skolans problem. Vad säger forskningen? A. Fejes & M. Dahlstedt (red.). - Lund : Studentlitteratur. - 9789144133898 ; , s. 205-218
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Book chapter (other academic/artistic)
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| 4. |
- Beach, Dennis, 1956-
(author)
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Personalisation and the education commodity : a meta-ethnographic analysis
- 2017
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In: Ethnography and Education. - Oxford : Routledge. - 1745-7823 .- 1745-7831. ; :2, s. 148-164
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Journal article (peer-reviewed)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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| 5. |
- Beach, Dennis, 1956-, et al.
(author)
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Rurality and education relations : metro-centricity and local values in rural communities and rural schools
- 2019
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In: European Educational Research Journal. - : Sage Publications. - 1474-9041. ; 18:1, s. 19-33
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Journal article (peer-reviewed)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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| 6. |
- Beach, Dennis, 1956-, et al.
(author)
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The community function of schools in rural areas: normalising dominant cultural relations through the curriculum silencing local knowledge
- 2023
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In: Pedagogy, Culture & Society. - : Routledge. - 1468-1366 .- 1747-5104. ; , s. 1-18
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Journal article (peer-reviewed)abstract
- Schools in rural places in European societies generally teach the same content and perform as well as other national schools do on national tests and international comparison assessments such as PISA. However, by doing this they may also marginalise local rural knowledge and expose rural populations to a (for them) culturally insensitive curriculum. Using a meta-ethnographic analysis this article identifies how rural educational ethnographic researchers working in Sweden have depicted this situation and the social and cultural interests in which it operates. It identifies how research articles often describe rural schools as fulfiling a local community function, but it also questions exactly what kind of function this is and whether we can really talk about rural schools operating in local community interests generally or even at all. Instead, it is rather more the case that schools in rural places contribute to some individual educational interests and possibilities along with a general cultural domination and marginalisation of rural consciousness and interests.
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| 7. |
- Beach, Dennis, 1956
(author)
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The learning and creativity of male youth from multi-cultural suburbs.
- 2017
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In: Vaahtera, T., Niemi, A.M., Lappalainen, S. & Beach, D. (2017: Eds). Troubling educational cultures in the Nordic countries. London: Tufnell Press.. - London : Tufnell Press. - 9781872767598
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Book chapter (peer-reviewed)abstract
- The Nordic countries have had a reputation for pursuing fair and equal education, but they have a long way to go to reach a state where all students can equally reach their full potential. Young people of working class, ethnic minority or special education background still find themselves channelled to culturally less-valued educational routes more often than others, and schools still reinforce heteronormative, ableist and colonialist understandings of the world. This chapter provides examples from ethnographic research from schools in territorially stigmatised suburbs on the othskirts of major Swedish cities.
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| 8. |
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| 9. |
- Dovemark, Marianne, 1952, et al.
(author)
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Skolan, marknaden och prekariatet
- 2018
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In: Dahlstedt, M. & Fejes, A. (red.) Skolan marknaden och framtiden. - Lund : Studentlitteratur. - 9789144119960
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Book chapter (other academic/artistic)
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| 10. |
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The Wiley Handbook of Ethnography of Education
- 2018
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Editorial collection (other academic/artistic)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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