Search results for "Power structure"
showing 10 items of 16 documents
STTEPping in the right direction? Western classical music in an orchestral programme for disadvantaged African youth
2008
This article looks at STTEP, an outreach project currently housed at the University of Pretoria, which concentrates on the teaching of western orchestral instruments, plus background areas such as music theory, to disadvantaged children and youth from a variety of townships around Pretoria, South Africa. STTEP’s direction can well be described as ‘right’ – pupils are already surrounded by all kinds of global phenomena, and their formal music studies in western classical music are not making them forget their roots. In fact, the contrary has been found to be the case and some interesting cultural fusions are already seen – always a sign of a living culture.
Teacher orchestration of classroom interaction in science: exploring dialogic and authoritative passages in whole-class discussions
2019
Whereas science is fundamentally a result of a dialogic debate, the authoritative approach has been conceived of as a fundamental part of school science. Dialogic interactions encompass the mutual appreciation of different ideas manifested in teacher supportiveness toward students and, in authoritative interactions, the focus is more on the science’s or teacher’s point of view. Whereas dialogic and authoritative interactions have been viewed as oppositional in recent educational research, authoritative interactions could well be the seed for and give strength and meaning to dialogic interactions, and thus, to the overall dialogue. The focus in this study is on the interplay between authorit…
Voices heard and lessons learnt : Exploring multiple knowledges and local participation in a community-based integrated early childhood development p…
2019
Abstract Following calls for diverse and contextual perspectives of the rich lives of young children, their families and communities from/in the Global South, this paper presents critical reflections emerging from a three-year (2016-2019) communitybased Integrated Approach to Early Childhood Development (ECD) project implemented in the rural Eastern Cape Province, South Africa. It explores the critical relationship established between a range of stakeholders involved in this project as reflected on by two community activists working together in the area of early childhood in the province for thirty years. This article highlights the importance of situating any community development initiati…
Controlling the image of the teacher’s body under authoritarianism: the case of Soviet Latvia (1953–1984)
2017
The ideal of the Soviet teacher can be revealed in Soviet mass media, but historians are challenged by the question “what was the actual reality”? Therefore, we addressed the reality of the Soviet ...
Invited to labour or participate : intra- and inter-generational distinctions and the role of capital in children’s invited participation
2016
This paper applies aspects of Bourdieu’s conceptual toolkit related to capital, and analyses inter- and intra-generational relations of influence. Applying Bourdieu’s concepts to examples of case studies from a children’s parliament in Finland, and with reference to an adult resident forum, moments of continuity and disruption in the relatively stable patterns of distinction between children and adults emerge. Children in school councils (at times) are labourers for agendas set by teachers, but the children at the top of the structure’s hierarchy can benefit from cultural capital and a functional capital that enables them to set agendas and direct the work of others. The political capital o…
From “friends” to “patrons”
2009
In this article, we examine a period when Sweden took a leap from a locally-oriented power structure to a more centralised state. This meant a profound social change. We concentrate on the connection between changes in rhetoric and changes in society that took place in the sixteenth and seventeenth centuries. Our point of departure is that, in rhetoric, there occurred a shift in balance from the rhetoric of friendship to the rhetoric of patronage. In the context of Sweden and Finland, we discuss whether this was linked to changes in administration and in the social order as a whole. Were there any real changes behind this rhetorical transition? Our source material provides a glimpse into wh…
Alternative Civil Enculturation
2010
The article investigates the ways in which minority schools in Latvia, Estonia, and Slovakia resist the dominant narratives of nation and citizenship and provide an alternative model of civil enculturation for students. It provides evidence to support the hypothesis that differences between competing narratives of statehood and nationhood among schools of two major ethnic groups in each country constitute relatively separate models of civil enculturation that may be shaped by political and social factors outside the school, such as power relations among groups.
School bullying as a creator of pupil peer pressure
2008
Background: Research into school bullying has a long tradition but a rather narrow scope. Many prevention programmes have been designed, but despite extensive investigation, most studies suggest that bullying is not decreasing. There is something paradoxical in this phenomenon. In order to have any real impact on some phenomena, thorough understanding is needed. What, then, is the essence of school bullying? How does it develop and how is it maintained in a community? In the present study written material and interviews concerning pupils´ experiences of bullying were used to examine how the status of the bully is created among pupils and how cultural norms and values in the community are co…
Who Controls the National Academic Promotion System: An Analysis of Power Distribution in Poland
2023
In studying the performance of academic systems, one often tries to find out—by inspecting some well-defined parameters—how specific changes in the legal system influence the volume and quality of desired outputs, such as publications, patents, or alumni. This mechanistic approach neglects the fact that the main actors in this spectacle are not passive, but have their own priorities, and actively self-organize in response to any changes in their professional environment. In this contribution, we investigate such collective social behavior using the data for academic promotions in Poland in the years 2011 to 2020. Focusing on degrees higher than the PhD, we analyzed over 12,500 habilitation …
Teacher students’ meaningful learning in widening learning worlds
2019
This qualitative metasynthesis investigated students’ meaningful learning experiences amid andragogical teacher education programmes. The programmes catered to the specific learning needs of adult students in the context of university-based teacher education. This study aimed to provide a wider picture of the frames of students’ meaningful learning in andragogical teacher education programmes. The findings revealed three major learning worlds of adult students’ meaningful learning, which formed a common system widening from the professional awakening to the transformative community and agency in society. Based on the findings, this study argues that in andragogical teacher education, which …