scholarly journals Resisting educational inequity and the ‘bracketing out’ of disadvantage in contemporary schooling

2018 ◽  
pp. 16-30 ◽  
Author(s):  
Stewart Riddle
Keyword(s):  
Educational Inequity ◽  
Contemporary Schooling

Attending to data: Exploring the use of attendance data within the datafied school

2021 ◽  
pp. 003452372098420
Author(s):  
Neil Selwyn ◽  
Luci Pangrazio ◽  
Bronwyn Cumbo
Keyword(s):  
Secondary Schools ◽  
Empirical Data ◽  
Qualitative Studies ◽  
Digital Data ◽  
Data Driven ◽  
School Staff ◽  
Digital Form ◽  
Student Attendance ◽  
Contemporary Schooling

Contemporary schooling is seen to be altering significantly in light of a combined ‘digitisation’ and ‘datafication’ of key processes. This paper examines the nature and conditions of the datafied school by exploring how a relatively prosaic and longstanding school metric (student attendance data) is being produced and used in digital form. Drawing on empirical data taken from in-depth qualitative studies in three contrasting Australian secondary schools, the paper considers ‘anticipatory’, ‘analytical’ and ‘administrative’ aspects of how digitally-mediated attendance data is produced, used and imagined by school staff. Our findings foreground a number of constraints, compromises and inconsistencies that are usually glossed-over in enthusiasms for ‘data-driven’ education. It is argued that these findings highlight the messy realities of schools’ current relationships with digital data, and the broader logics of school datafications.

Mapping Curricular Assemblages

2019 ◽  
Vol 121 (11) ◽  
pp. 1-32
Author(s):  
Paul William Eaton ◽  
Petra Munro Hendry
Keyword(s):  
Research Design ◽  
Theoretical Concepts ◽  
Educative Process ◽  
Data Points ◽  
Relational Capacities ◽  
Background Context ◽  
Contemporary Schooling

Background/Context This article advances scholarship from curriculum theorists, educational philosophers, and educational researchers unpacking the dehumanizing aspects of education. Focus of Study The article maps the role of the tree as a measuring and organizing apparatus of curriculum and unpacks possibilities for utilizing rhizomes as a way to create movement in conceptualizing curriculum. Research Design In this article, we utilize Jackson and Mazzei's concept of thinking with theory. We bring into conversation Deleuze and Guattari's theoretical concepts of assemblage, arborescence, rhizomatics, and deterritorializing and Karen Barad's concepts of entanglement and intra-action. Conclusions The article proposes envisioning the tree and the rhizome as mutually constituted in contemporary curriculum discourses but asserts the continuing dominance of the tree as limiting the relational capacities of curriculum. Thinking curriculum arborescently dehumanizes contemporary schooling and education by reducing students, teachers, classrooms, and schools to data points. Rhizomatic thinking opens space for a relational, ethical, and ontological educative process of being∼becoming.

Why Romà Do Not Like Mainstream Schools: Voices of a People without Territory

2003 ◽  
Vol 73 (4) ◽  
pp. 559-590 ◽  
Author(s):  
JULIO VARGAS CLAVERÍA ◽  
JESÚS GÓMEZ ALONSO
Keyword(s):  
Educational Research ◽  
New Approach ◽  
Educational Inequity ◽  
The World ◽  
Roma People ◽  
Communicative Approach

In this article, Julio Vargas Clavería and Jesús Gómez Alonso argue that educational researchers have long ignored the Romà people and that this lack of attention has contributed to the persistence of educational inequity that the Romà endure throughout the world. The authors propose a new approach to Romaní educational research based on intersubjective dialogue, and the emergence of an egalitarian relationship between the researcher and the researched. This communicative approach considers the reflections of those researched and safeguards the voices of those studied. The authors contextualize their methodological and ideological discussion within a framework of Romaní history.

Bridging the Divide: Examining Professional Unity and the Extended Teacher Union Role in Sweden

2017 ◽  
Vol 32 (2) ◽  
pp. 189-210 ◽  
Author(s):  
Alison Milner
Keyword(s):  
Social Justice ◽  
School System ◽  
Trade Unions ◽  
Teacher Union ◽  
National Union ◽  
Policy Documents ◽  
Teachers Union ◽  
Interpretive Study ◽  
Educational Inequity ◽  
Union Role

Sweden has experienced increasing educational inequity levels within its highly decentralized school system. With a reduced capacity to bargain collectively, the two Swedish teacher trade unions, the Swedish Teachers’ Union (Lärarförbundet) and the National Union of Teachers in Sweden (Lärarnas Riksförbund), have sought to extend their role in social unionism. This interpretive study explores the discourses of professionalism on which both unions draw to reframe the narrative around issues of social justice and democracy. Using sociological and institutional theories, policy documents were analyzed to understand processes of theorization in the legitimation of change.

scholarly journals Iqbal and Modern Islamic Educationists, Part 1: The Perceived Aims and Objectives of Education - A Comparative Analysis

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Muhammad Abid Ali ◽  
Suhailah Hussien
Keyword(s):  
Comparative Analysis ◽  
Educational Philosophy ◽  
The West ◽  
Islamic School ◽  
Educational Thought ◽  
Islamic Schools ◽  
Doctoral Research ◽  
Frame Work ◽  
Contemporary Schooling ◽  
Thematic Data

Iqbal views the schooling as well as the Madrassah systems devoid of developing a dynamic Muslim required for the renaissance of Ummah. With this realization, many Islamic educationists in Pakistan have established. Islamic schools in Pakistan. The question is whether their models are dynamic enough to create such Muslims? This research probes into the perceptions and practices of ten Islamic school educationists in Pakistan. It also probes and clearly elaborates Iqbal’s educational directives, and finally does a comparative analysis of Iqbal’s directives with the Islamic educationists’ perceptions and practices. Exploring Iqbal’s educational thought includes qualitatively drawing hermeneutical interpretationsfrom Iqbal’s two Persian anthologies of Asrar i khudi (Secrets of the Self), and Ramooz i bikhudi (Mysteries of Selflessness). Thematic data analysis was used to draw the aims and objectives for education from Iqbal’s said works. It was discovered that though the Islamic educationists carried some visions of education from Islamic perspective, they were largely following contemporary secular frame work of education in attempting to achieve these objectives. The contemporary schooling framework has been severely critiqued by Iqbal and is deplored by many educationists in the west as well for its ineptness to confirm with child’s learning psychology. This project was undertaken as my doctoral research and is presented in two parts. The first part elaborates the aims and objectives as conceived by these Islamic educationists, and as derived from Iqbal’s educational philosophy. The second part of this paper will elaborate the practices of these educationists with Iqbal’s educational directives.

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