/pdf/citizenship-and-education-in-twenty-eight-countries-civic-3ecup9ixdo.pdf

Citizenship and Education in Twenty-Eight Countries: Civic Knowledge and Engagement at Age Fourteen.

Este manual describe el estado actual de la investigacion en la educacion de estudios sociales: un campo complejo, dinamico y desafiante con perspectivas en competencia sobre las metas apropiadas y un conflicto continuo sobre el contenido del plan de estudios. De igual importancia, fomenta nuevas investigaciones para avanzar en el campo y fomentar la competencia civica; mantenido durante mucho tiempo por los defensores de los estudios sociales como un objetivo fundamental.

Handbook of Research in Social Studies Education

1. Teams and the transformation of work 2. Disturbance management and masking in a television production team 3. Teamwork between adversaries: coordination, cooperation, and communication in a court trial 4. Displacement and innovation in primary care medical teams 5. Crossing boundaries in teacher teams 6. Knowledge creation in industrial work teams 7. Teams, infrastructures, and social capital 8. From iron cages to webs on the wind 9. Knotworking and agency in fluid organizational fields.

/pdf/from-teams-to-knots-activity-theoretical-studies-of-3heb85jgtz.pdf

From Teams to Knots: Activity-Theoretical Studies of Collaboration and Learning at Work

The importance of school transitions for pupil adjustment, particularly their impact on later well‐being and attainment, remains contested. This paper draws on data from a longitudinal, school‐based study of over 2000 Scottish pupils, first surveyed in 135 primary schools (age 11) in 1994, and followed up in 43 secondary schools (age 13 and 15) and again after leaving school (age 18/19) in 2002/3. The length of follow‐up makes this study unique in transition research. After a year in secondary school (age 13), the majority recalled having had difficulties of adjustment to both school and peer social systems at the beginning of secondary education. While the primary (but not secondary) school played a small part in accounting for different transition experiences, controlling for a wide range of sociodemographic and other factors, personal characteristics were much more important. Respondents of lower ability and lower self‐esteem experienced poorer school transitions; those who were anxious, less prepared ...

Transition matters: pupils’ experiences of the primary–secondary school transition in the West of Scotland and consequences for well‐being and attainment

The privileging of marriage and long-term partnerships contributes to the marginalization of single women. This article explores the ways in which women defined as single work with the typical constructions of their identity available in the public arena. We view ‘singleness’ as a discursively constructed social category. Using data from interviews with 30 women, we examine the identity that women construct for themselves through their talk. We present the four main interpretative repertoires that women draw on and look at two patterns of identity work commonly used to deal with the highly polarized repertoires. Singleness is a troubled category, and yet the positive and idealized repertoires available seem to make other aspects of women’s lives and expectations pathological. We argue for a feminist psychology of singleness based on critical discursive psychology: the focus needs to be on the patterning of ideology rather than the supposed dysfunction of single women.

/pdf/the-discursive-climate-of-singleness-the-consequences-for-n67mq0fu4s.pdf

The Discursive Climate of Singleness: The Consequences for Women's Negotiation of a Single Identity

The idea of democratic schooling with its emphasis on equality is seriously attacked by the marketisation of education. New policies of educational restructuring emphasise accountability and close links between school and industry, where schools and students become targets of constant evaluation and competition. This book challenges such policies and practices through analyses of their negative consequences for social justice and democracy. It explores the effects of restructuring on everyday life in schools and other educational institutions and presents analyses of how differences based on gender, social class, ethnicity, nationality and embodiment are dealt with in educational settings. The authors draw on a range of theories, including poststructuralist, postcolonial, feminist and Marxist perspectives, and the localised ethnographies are contextualised in changing educational politics. How policies are contradicted by practices is discussed in relation to the classroom, teacher education and issues of inclusion and exclusion. A critical gaze is directed at Nordic countries where restructuring processes contradict a political discourse based on equality and comprehensive education. It is the immersion in the daily life of institutions and their participants that gives ethnography a particular edge in obtaining insights into what changes and what stays the same. This book provides a looking glass into the tensions and contradictions that New Right policies have introduced in educational institutions. Actors in the field experience frustration in introducing changes and controlling the direction of those changes. It is their voices that ethnographers try to hear and disseminate. Most ethnographers do not simply tell a (more or less) gripping story about the field - they aim to analyse the practices they encounter, and endeavour to render them into analytical narratives that tell different stories than those produced through policy research or questionnaires and interviews. Although these are not necessarily better stories, we suggest that they are particularly relevant in demonstrating the organisation and practice of producing difference. (Description by the publisher).

/pdf/democratic-education-ethnographic-challenges-4p1cr4byxu.pdf

Democratic education : ethnographic challenges

Education has been expected to maintain status quo through regulation of citizens, but also to contribute to social change and emancipation. In a collective ethnographic project we have proposed that these contradictions manifest themselves in everyday life at school through tensions between control and agency. Girls encounter practices whereby their use of space is curtailed, their embodiment is controlled and their voice is frequently considered inappropriate. Limitations encountered by girls when striving for independent individuality and citizenship generate a range of emotions. Girls enter educational spaces with the expectation of attaining rational individuality as learners. They often bestow great expectations on schooling and long to attain the position of an abstract independent individual and a citizen capable of exercising agency. In this process they enter a ‘transpositional’ space that frequently reminds them of their gender, as Victoria Foster suggests. The analysis is based on an ethnograp...

Girls in Education: Citizenship, Agency and Emotions.

The first school day of four groups of school students starting secondary school is described and analyzed. The article is based on ethnographic research conducted in two secondary schools in Finland by a group of six researchers. Initial encounters between students and the school and its teachers are discussed. The focus is on how the construction, negotiation and learning of the ‘profession’ of being a pupil in a secondary school begins. ∗We express our gratitude to the teachers in City Park and in Green Park who gave us the unique possibility to follow the first encounters of new students.

First Day in Secondary School: Learning to Be a ‘Professional Pupil'∗

Education systems are expected to enhance both social regulation and emancipation of school students. The contradictions between these aims are visible in the everyday life at school in tensions between control and agency. These tensions are explored in this article by analysing the first two weeks in secondary school, on the basis of ethnographic data collected in the project "Citizenship, Difference and Marginalization in Schools: with Special Reference to Gender." Multilayered processes and practices are involved in the induction of new students. Banal instructions in the "official school," the construction of differences and continuities in the "informal" school, and the ways in which bodies of students are placed in the time-space paths in the "physical" school are explored. The authors ask how school students are taught to become "professional pupils" routinized in the everyday life of their new schools, and how students themselves construct competences through negotiation, withdrawal, or resistance.

Learning the routines: "professionalization" of newcomers in secondary school

Koulun arkea tutkimassa: kokemuksia kollektiivisesta etnografiasta

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