Schooling

RESUMEN En este trabajo proponemos un recorrido a través de tres conceptos: Educar, Enseñar y Escolarizar para analizar, desde una perspectiva histórica, distintos recortes sobre cada uno de ellos. El objetivo es profundizar la idea de "especificación" como definición de la relación entre estos conceptos y sus posibles efectos sobre la prescripción pedagógica. En este sentido, consideramos que la Pedagogía constituye parte de este proceso de especificación a través de operaciones de objetivación del conocimiento. Proponemos también que el concepto de "crisis" de la educación, la enseñanza, la escuela, se apoya sobre un circuito de especificaciones que no permite pensar a la Pedagogía como forma de intervención. Para ello, el trabajo se organiza en cuatro puntos. En el primero se toma el concepto de Educar. Se procede a la construcción de una definición a través del recorrido por diversos autores y formas de entender dicha acción. La segunda parte focaliza sobre el concepto de Enseñar en relación con el de Educar. Se señalan ciertas marcas históricas en el proceso de especificación del concepto entre las que se encuentra la constitución del campo de la Pedagogía. En la tercera parte, se considera el concepto de Escolarizar en tanto formato de especificación de la enseñanza moderna. La relación con la pedagogía como ciencia del "arte" de enseñar sumada a los dispositivos de la forma escolar moderna son aquí los puntos centrales. Finalmente, la última parte recupera el concepto de Transmisión en tanto posible nexo en esta secuencia de especificación. Intenta también dotar de un nuevo sentido a la acción pedagógica en el llamado contexto de

Over the last few years, increasing scholarly and media attention has been paid to the plight of undocumented immigrant college students. However, only a small fraction of undocumented youth actually moves on from high school to postsecondary opportunities. Indeed, the exclusion from financial aid eligibility and low family socioeconomic status severely limit undocumented students' ability to matriculate to institutions of higher learning. But little is known about the ways in which school experiences shape postsecondary outcomes. This article focuses on the high school experiences of a sample of undocumented young adults and examines the ways in which school structures shape access to resources needed for postsecondary matriculation. In doing so, I argue that school-based networks are critical for success. However, these networks are fundamentally shaped by the school structure. This article draws from 78 in-depth life histories of undocumented Latino young adults in the Los Angeles metropolitan area. I incorporate a sample, stratified by educational experiences. The lived experiences of these young adults shed important light on the broader world in which they live and the ways in which immigration policies interact with school practices to shape success and failure.

As an activist scholar, this themed edition of the Black History Bulletin focused on the " crisis in Black education " is deeply personal to me. My early and late childhood experiences in a home with a mother who was addicted to drugs and a father who was absent inform how I write and think about Black life and death. Therefore, this article will be an examination of schooling for Black youth from low-income families—an intersection between academic scholarship and an autobiographical account. Moreover, I highlight four critical aggressions that contribute to the crisis in Black education: (1) micro interactions between teacher and student within the broader context of macro relationships; (2) reproduction of oppressive systems resulting from anti-Black racist methodology; (3) extermination of the Black subject while maintaining the body for capitalistic exploitation; and (4) securitizing schools and criminalizing Black youth. I surmise that the dialectical nature of schooling exposes Black youth to life and death, and the current dialectical nature must be understood as one of the first steps to address the ongoing crisis.

This paper complements a much larger study of school
attendance in pre-famine Ireland by FitzGerald (2010).
It exploits some of the data generated by that study to
analyze further some of the determinants of schooling
and literacy in the 1820s and 1840s.

Introduction. The present study aims to predict students' academic achievements based on the classroom climate, the mediating role of teacher-student interaction and academic motivation among Semnan University students. Materials and Methods. This study relied on correlation-and-description method of data collection. The sample population consisted of all undergraduate and postgraduate students at the Faculty of Engineering of Semnan University in the academic year of 2017-2018. Using a random stratified method, 200 subjects were selected as the sample (135 undergraduate and 65 master). Questionnaires of Patrick, Kaplan and Ryan's classroom climate, Hernandez-Lopez' teacher-student scale, Vallerand's academic motivation questionnaire and Pace and Kuh's student academic achievement scale were used. Reliability of the questionnaires was confirmed using Cronbach's alpha test. Results. There is significant positive relationship between academic achievement and classroom climate, teacher-student interaction and academic motivation. Classroom climate has a direct and meaningful effect on students' academic achievements. Also, the climate of the classroom by mediating the teacher-student interaction has indirect and significant effects on students' academic achievements. Classroom climate by mediating educational motivation has an indirect and significant effect on students' academic achievement. Discussion and Conclusion. The results of this study suggest the importance of openness to the classroom climate, interaction between teacher-student and academic motivation is to increase students' academic achievements.

In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development . Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.

“I wish to know how the reflexivity of the subject and the discourse of truth are linked – How can the subject tell the truth about itself? (Foucault, 1994, p. 128, as cited in McNicol-Jardine, 2005)
It is of great importance for educators to address inequalities in schooling, as it not only unknowingly hinders student learning for all, but it extends into deeper issues of students’ futures and issues such as social justice. The purpose of this paper is to show, through the work of Michel Foucault, how the notion of power, knowledge and normalization can illuminate and provide an understanding of the cyclic process of inequalities in schools. Furthermore, I illuminate some of the issues of normalization, effects of normalization on educators, and their ability and/or inability to identify and critically challenge the systemic and agency of ‘normalization’. Ultimately, the more we know about such practices the more we may advance in our actions towards promoting and ensuring more equitable schooling for all students. These issues remain fundamental to moving forward toward ‘real’ increased equity in schooling and to further the movement of social justice.

Schooling is a form of misopedy and a fundamental structure in conditioning societal acceptance of domination in other registers. The subordination of children begins with the misguided notion that they are incapable of autonomy, reinforcing a dichotomous understanding of adult/child or teacher/student. Schooling should not be confused with education. The former represents the interests of oppression, molding societal consciousness to accept the conditions of subjugation. In contrast, education in its idealized form is a process of self-discovery, an awakening to one’s potential, and a desire to see such abilities realized. To ensure the absence of coercion in education children need to explore for themselves, making their own decisions about what their interests are, and how those curiosities might be fulfilled. Presenting a broad range of opportunities is crucial, but the decision about what path to follow should be determined by the child. When bound to a classroom we often mistake obedience for education. Yet learning, as geographers recognize, best occurs 'through the soles of our feet' and when children explore the world through unschooling, they live into their creative potential, opening an aperture on alternative ontologies. Unschooling is, in short, one of the most powerful forms of anarchism we can engage.

This qualitative research investigate the educated citizen, Cultural and Gender capital in the schooling of Aetas' children in the Municipality of Janiuay is largely focused on three domains or methodologies: grounded theory, phenomenology, and ethnography-although there are many other forms of qualitative inquiry (Murphy et al 1998). This study combines extensive participant observation and in-depth group/individual semi-structured interviews with six (6) elementary teachers and ten (10) Aetas' mothers. The respondents provided their insight to acquisition of elementary education at public elementary school. The result of interview and observations suggested that the educated citizen was a construct that could help explain issues concerning the education of Aetas' children in Janiuay, Iloilo. In addition, the educated citizen seemed to have basic components-cultural and gender capital-intertwined in the children's academic achievement. The results revealed that The male aetas are looked upon by the aetas themselves as the head of the family, its protector and who does the hard work; the female aetas are looked upon as the ones caring the baby, selling products for their livelihood, doing the cooking and cleaning of the house; Aetas don't want to be left behind in the current trends, education, and standard of living; the modern aetas become knowledgeable due to education and they earn it in school; some of aetas are already professionals such as: teachers, seafarers, and administrative aid employee in the municipal office.

En dépit du fait que des enquêtes sur le climat scolaire documentent depuis 1990 la présence d’homophobie et ses impacts négatifs, peu d’attention a été accordée à la manière dont l’école reproduit des normes d’hétérosexualité et de conformité aux attentes genrées. L’analyse des pratiques liées à la diversité sexuelle des enseignants du secondaire suggère que ces derniers peuvent jouer un rôle dans la reconduction ou dans la contestation de ces normes. Nous suggérons que la pleine inclusion scolaire des personnes LGBTI nécessite de considérer la complicité de l’école dans la perpétuation de normes liées au genre et à l’orientation sexuelle.

This book is about teacher education reform and seeks to answer these and other questions. More specifically the book aims to showcase a disruptive model in teacher education and answer some of the ponderings around what teacher education could be and how it could be organized differently for the different world in which teachers now have to operate

Genevan Reformer John Calvin produced a half dozen catechisms during his tenure in the city from 1536 to 1538 and 1541 to 1564. While not nearly so well-known as his Institutes of the Christian Religion or Geneva Bible, and not nearly so heavily used today as the later Reformed catechisms of Heidelberg or Westminster, Calvin's catechisms were impressive for their biblical acuity, pristine language, and doctrinal precision and for their power to integrate the far flung Calvinist communities of the sixteenth century. This Article samples these catechisms, and analyzes their use in spiritual formation and discipline for both children and adults in Geneva.

Data potensi dan hasil tangkapan yang bersumber dari data statistik perikanan ataupun perikanan komersial sebagian besar belum lengkap dan akurat. Oleh sebab itu, upaya peningkatan akurasi data dan metode survey yang sesuai diperlukan untuk menjamin ketepatan sasaran pendugaan potensi sumberdaya ikan di Indonesia. Tujuan deteksi schooling ikan pelagis dengan hidroakustik ialah agar dapat memberikan gambaran akurat tentang kondisi insitu potensi sumberdaya ikan pelagis di Perairan Teluk Palu. Hasil penelitian menunjukkan bahwa Schooling ikan pelagis dominan berada pada interval TS -70dB s/d -40dB sebanyak 23 schooling ikan. Berdasarkan strata kedalaman, schooling ikan lebih banyak berada pada kedalaman 100 s/d 150 m sebanyak 12 schooling disusul pada kedalaman 0 s/d 50 m sebanyak 9 schooling dan kedalaman 50 s/d 100 m sebanyak 2 schooling. Nilai TS tersebut merupakan kisaran nilai dari jenis pelagis besar. Hal tersebut sejalan dengan hasil tangkapan ikan di perairan Teluk Palu yang didaratkan di Pelabuhan Perikanan Labuan Bajo, Kabupaten Donggala yang didominasi jenis ikan pelagis besar. Ukuran terpanjang ikan cakalang senilai 74 cm di kedalaman 142 m. Sedang ukuran terkecil senilai 5 cm di kedalaman 57 m dengan rata-rata ukuran 27.8 cm.

Results of investigation of how social context affects responses to, and consumption of the novel food in climbing perch, Anabas testudineus, are presented. The fish living in group fed better from the first day of the experiment. The quantity of consumed pellets always exceeded that in solitary specimens. Their rate of habituation to the novel food was always significantly higher.

Parent involvement has an influence on children’s educational engagement for all school levels. The objective of this study was to examine public school principals' and teachers' practices for improving parent involvement in schooling. This study used a mixed method to identify the school administrators’ and teachers’ perceptions about parent involvement in schooling. Data was collected from 64 public schools' administrators and teachers of elementary, middle and high schools. Six hundred and sixty one (55%) of surveys returned from 28 elementary schools, 27 middle schools, and 9 high schools. Data was analyzed with Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) using the Statistical Package for Social Sciences (SPSS). For qualitative part, phenomenological research method was used to investigate principals' and teachers' experiences to promote parent involvement. Findings indicated that school levels and teachers' education levels had a statistically significant impact on combined factors of parent involvement. No significant differences were found in parent involvement among principals and teachers who are from different major, gender, and seniority groups. This study showed that educator' attitudes is the most significant factor on parental involvement in schooling. Additionally, this study claimed when principals offer different time schedule for parent and teacher meetings, parent involvement is increased. One of parents is selected by Parent Teacher Organization for each grade so parents might use social media for all of meetings, offers, events, and announcements.

This article draws on life history interviews of undocumented Mexican high school and university students from rural communities in central and eastern Washington. Although these youngsters face similar impediments to those of their
metropolitan counterparts, we find that they face a constellation of rural disadvantage. We highlight three important, interrelated, aspects: negative exposure to immigration enforcement activities, limited opportunities for educational assistance and poor community infrastructures to promote educational success. As undocumented young people
across the country navigate the day-to-day challenges of their legal limitations, scholars, policymakers and educators would be well served to take into consideration the ways in which local contexts differently shape pathways of incorporation.

Through performance monitoring individuals detect and learn from unexpected outcomes, indexed by post-error slowing and post-error improvement in accuracy. Although performance monitoring is essential for academic learning and improves across childhood, its susceptibility to educational influences has not been studied. Here we compared performance monitoring on a flanker task in 234 children aged 4 through 15, from traditional or Montessori classrooms. While traditional classrooms emphasize that students learn from teachers' feedback, Montessori classrooms encourage students to work independently with materials specially designed to support learners discovering errors for themselves. We found that Montessori students paused longer post-error in early childhood and, by adolescence, were more likely to self-correct. We also found that a developmental shift from longer to shorter pauses post-error being associated with self-correction happened younger in the Montessori group. Our findings provide preliminary evidence that educational experience influences performance monitoring, with implications for neural development, learning, and
pedagogy.

The youth and university relations in Turkey include some complex issues which contain a wide variety of problems in different contexts. The purpose of this paper is, firstly, to identify certain problematic parts in this respect, and then to make some applicable, concrete proposals for resolving them. In recent years, the number of universities in Turkey has increased considerably. This quantitative growth did not reduce the problems related to qualification, but, in contrast, increased them dramatically. The lack of teaching staff, the excess of student quotas and the lack of physical infra- structure in the universities are just some of the known issues in this regard. Mostly unconsciously made preferences about departments at universities, the intensive course curriculum during the study period in university, the disconnection from the daily life of this curriculum, the lack of professional knowledge transfer and the post-graduation employment problems are the main problems faced by university students in Turkey. Since junior high school period, creating career orientation guidance, updating the curriculum of courses in universities, giving importance to the practical courses, the re-formation of the duration of the undergraduate program, the redefinition of the fields of employment and increasing employment opportu- nities are the basic steps that can be taken to solve the problems in this regard.

This study examines the social and academic impact of providing sanitary towels for girls in Primary schools in West Nile Uganda. Moyo district was selected by cluster method and findings reveal that academic performance improved, participation of girls improved when sanitary towel was provided. Dropout rate decreased greatly, while schooling was improved. The researcher therefore recommended the increase in community participation and greater Government attention to these area to achieve the Millennium Development Goals even by 20202.

This paper argues that:  1) the school, because it is a primary site of intergenerational dialogue, the interlocutive space where childhood can be heard and is allowed to have its effect on adult habits, is a privileged place for the production of the emergent form of subjectivity called multitude.
2) multitude – a unity that replaces the unity of the state imposed through violence and the imposition of the same – multitude which “does not clash with the One; rather, it redefines it”, which is “the base which authorizes differentiation or which allows for the political-social existence of the many seen as being many”  –  is all that will save the great majority of humans from growing dystopia, in the cancerous growth of totalitarianism, global warfare, endemic violence, pervasive economic exploitation and ecocide, leading to human psychosocial degradation on a planetary scale. Not “only a god can save us,” but “only a new form of subjectivity can save us”; 3)  the school that privileges an epistemology of inquiry and dialogue is the vehicle for the emergence of multitude, since it operates through the same principles as the latter; 4) community of philosophy inquiry with children is the epistemological keystone to an inquiry-based curriculum, and therefore a primary agent of the emergence of multitude in educational settings; and finally, 5) community of philosophical inquiry as an adult-child praxis promises to lead to the emergence of children and childhood voices as forms of agency and political power in multitude’s refusal of war, exploitation and ecocide.

In the Netherlands there are 400 Dalton schools, while Dalton education has all but disappeared elsewhere, including in its country of origin: the USA. Following a brief period in the 1920s in which it enjoyed strong international interest, it disappeared from the scene. How can it be that the Dalton Plan still exists only in the Nether- lands? This article compares the history of Dalton education in the Netherlands with that in Britain and the USA. Circumstances were more favourable in the Netherlands in the 1920s, although the growth was modest. Factors that inhibited the increase of Dalton education in the Netherlands in these early days are similar to those that presumably hastened its disappearance elsewhere. There was a growth spurt in the Netherlands from the 1980s onwards. This seems to be a side effect of the introduc- tion of a new Education Act and the pressure on schools to market themselves.

This chapter is concerned with a Buryat origin minority in China named Shenehen Buryats. The Buryats originally reside in the Russian Federation around Lake Baikal. After facing serious administrative problems, several tribes preferred to flee from Russia. Administrative and land reforms shattered the traditional self-administration system and deprived the Buryats of about 30 % of usable land. The Buryat migrants settled in Inner Mongolia preserving their traditional nomadic economy. Nowadays the Shenehen Buryats are noted for their original culture and occupy their own ethnic and cultural niche in Inner Mongolia, a province of China. Schooling is one of the main factors helping them preserve native language and traditions. Undoubtedly, the specific linguistic situation among the Shenehen Buryats is a reflection of their history, relationships with their neighbors and a degree of internal unity. Nowadays Chinese is widely used in official discourse, economy, and inter-ethnic relations. At the same time Buryat continues to be a means of everyday communication. The Buryat language became a key element of ethnic identity when in the 1990s some Shenehen Buryats returned to their homeland. Two social worlds were formed as a result of separate existence and different ways of historic development. Under such conditions the language became a verbal marker of a common ethnicity.

"Hole-in-the-Wall as a concept has attracted worldwide attention. It involves providing unconditional access to computer-equipped kiosks in playgrounds and out-of-school settings, children taking ownership of their learning and learning driven by the children’s natural curiosity. It is posited that this
approach, which is being used in India, Cambodia and several countries in Africa, can pave the way for a new education paradigm and be the key to providing literacy and basic education and bridging the digital divide in remote
and disadvantaged regions. This paper seeks to establish why two such open access, self-directed and collaborative learning systems failed to take root in the Central Himalaya communities of Almora and Hawalbagh. The purpose of this study is not to deny the achievements and potential of such an approach in
other settings, but to examine the tenets and sustainability of such initiatives. It is argued that there is a need to distinguish between Hole-in-the-Wall as an idea and as an institution and to reflect on the key suppositions on how unsupervised access, informal, public, self-guided and collaborative work can help in children’s learning."

Background: European and national policies on citizenship education stimulate the implementation of a participative approach to citizenship education, fostering active citizenship. The reason given for fostering active citizenship is the decline of participation in political and social life jeopardizing democracy. Schools have to implement a participative approach through stimulating participation within school and its direct environment, while fostering a certain kind of political literacy, critical thinking and analysing skills, certain kind of values, attitudes and behaviours. Purpose: The purpose of this article is to problematise the participative approach of citizenship education advocated by policy makers and several researchers. In order to do so, four different categories that citizenship education has to cover will be theoretically and empirically analysed: political knowledge, critical thinking, values, attitudes and behaviours, and active participation. The practical implications for educational practice will be discussed.
Source of evidence: Two types of documents have been analysed: The 2005 and 2012 Eurydice reports and the 2009 International Civic and Citizenship Education Study (ICCS) research reports. These documents are exemplary of the mainstream idea of citizenship and citizenship education held by policy makers and many researchers on citizenship education. The Eurydice reports have analysed citizenship education in more than 30 countries while promoting a certain concept of citizenship education, namely active citizenship. The ICCS has researched pupils’ competencies on citizenship education and school practices in 38 countries. It is an interesting source because it had to define and operationalise the different constituents of citizenship education.
Main argument: In jurisdictions where citizenship education is compulsory, schools have to implement this participative approach and account for it. We suggest that this educational approach to citizenship education may be problematic because each aspect – political literacy, critical thinking and analysing skills, values, attitudes and behaviours, and active participation – presents challenging demands on the curricu- lum, head teachers and teachers. We argue three kinds of constraints that make the implementation of such a participative approach unrealistic: (1) insufficient specialist knowledge on the part of teachers and head teachers, (2) time and budget constraints and (3) an overcrowded curriculum. We demonstrate that the broad range of themes that political literacy has to cover demand specific knowledge on the part of teachers regarding each of the themes. Then we argue that critical thinking skills are hard to learn and demand continuous practice. Implementing and sustaining active participation structure within school and in the direct environment, again, require specific skills and curricular organisation. The demands made by values, attitudes and behaviours on teachers and pupils could not be explored because of the lack of conceptual clarity in the documentation under scrutiny.
Conclusion: The feasibility of a participative approach to citizenship education has been questioned through theoretical and empirical critical analysis. On this basis, we suggest that the scope of the citizenship education curriculum should be reconsidered or that teacher and head teacher should receive the necessary and adequate training, and support to implement such a participatory structure.

This paper is concerned with extending existing understandings about the role of schools as sexualising agencies. It seeks to uncover previ- ously undisturbed spatial and material dimensions of schooling with regards to sexualities and their implication for how young people learn about sexualities at school. In this regard, the paper asks: how do appar- ently mundane spatial and material schooling arrangements constitute particular sexual meanings and identities for students? A visual method- ology is employed to capture schooling places that students identify as constitutive of sexual meanings and identities. How students’ embodied sexual practices negotiate and contest these spatial/material configura- tions is also investigated. Through this analysis, the paper makes a theo- retical contribution to an understanding of space as an in process materiality. It is concluded that the spatial and material arrangements of schooling contribute to a larger schooling project concerned with muting and regulating young people’s sexual subjectivities.

This article seeks a deeper understanding of inheritance by examining how kinship and personhood propel, and are altered by, schooling. It foregrounds kinship's and personhood's transformative and historical dimensions with an eye to their complexity and unevenness. The post-1945 generation in the central Philippines considers schooling (edukasyon) as their inheritance from their parents, who had few or no educational credentials themselves. This view reflects edukasyon’s increased value after the war, how people both judge and emulate the old landed elite, and the ongoing salience and elaboration of hierarchical parent-child ties. Alongside this view, children are recognized as completing, redeeming, and compensating for their parents. Attainment of edukasyon is seen to require not only personal striving but also solidarity and sacrifices among siblings. Yet, edukasyon also fosters autonomy and at times severs kinship ties. Finally, as an inheritance, edukasyon both depends upon and generates inequality, with long-term intergenerational implications.

A systematic review of the concept of preparation for schooling (PPE) is presented in this study. The dimensions proposed by the United Nations Children's Fund (UNICEF), schools, parents, and “prepared children” is focused on the latter and on the set of competencies required for childhood transitions into primary school. This paper focuses on performing an analysis of the evaluation strategies, i.e., instruments, as part of the preparation of school (PPE) in the field of mathematical thinking and physical education and in response to the problematization in evaluating this set of competences. The problem is however related to the way of evaluating preschool in Mexico. To achieve the objective of the study, observation and the Scale for Evaluating Scientific Articles in Social and Human Sciences instrument were used, which examines, criticizes, and synthesizes representative literature on a topic in an integrated way. It is done in such a way as to compare the findings and generate new perspectives. The articles were consulted in the metasearch engines of SCOPUS, ELSEIVIER, and SCIELO within the period from 2017 to 2021 by filtering 20 articles for rigorous review. In conclusion, the instruments and evaluative forms cannot only be performed by psychometry, but it also contributes to the preschool assessment for a harmonic transition.

The attitude of traders in a stock market when they have to decide on what price to trade is not unlike the aggregated behavior of individual fish or birds: random swarm phases are interchanged with polarized and deterministic schooling phases. The changing from one state to another is often induced by small fluctuations accumulating to a macroscopic transition. The noise-induced shift from the deterministic phase to the random phase is treated as a loss of memory. Schooling is interpreted as a learning experience where the system 'remembers' where it has been. Random Harvester is a trading agent that detects the phase transitions between swarming and schooling and uses this knowledge to his advantage. Preliminary results are presented.

The potential link between educational ‘failure’ and offending is perennially debated. Research and popular discourses tend to focus on the ‘disadvantaged’ family backgrounds from which the children who fail come. This paper summarises a piece of research that takes a different view. It is grounded in the critical sociology of education that exposes the inherently unequal nature of education systems, the role of education in maintaining and legitimising persistent social inequalities, and the exercise of disciplinary power through the linked institutions of school and prison. It aims to utilise these theoretical frameworks to reignite an interest in the fundamental problems of schooling. It achieves this through the specific focus on the marginalised ‘naughty kids' who often become the prison population of the future. The researcher worked as a teacher in adult male prisons in the UK, and data collected during 200+ brief induction interviews suggested that the experience of schooling was more significant to prisoners than the educational outcomes, or lack thereof. Observations of the apparent ease with which the majority of men coped with their lives in prison led to questions about the possibility of a direct correspondence between prisoners' schooling and their later lives in prison. This was investigated in more detail by conducting in-depth life history interviews with 11 former inmates for a Doctoral thesis. The findings of the research show that school, by its very nature, is not always a benevolent place. Those excluded from or marginalised in education (and later in society) can become the collateral damage of a system that is not merely concerned with the benign transfer of knowledge and social skills; what is often seen as educational failure is conceivably successful social control.

La scolarisation des enfants des ménages ruraux guinéens n’est pas un processus homogène, contrairement aux idées reçues. Les démarches de scolarisation semblent correspondre à des projets volontaires qui s’appuient sur la représentation collective du type de réussite valorisé par chaque groupe ethnique. Dans le cas de la sous-préfecture de Kanfarandé, les dynamiques de scolarisation à l’œuvre doivent être reliées aux stratégies économiques. C’est pourquoi la scolarisation des enfants pourrait être appréhendée différemment par les familles selon l’ethnie à laquelle elles appartiennent. Les données recueillies auprès des familles montrent que la scolarisation des enfants se déroule selon trois stratégies : une scolarisation courte et tardive ; le maintien à la maison des aînés comme main-d’œuvre et la scolarisation précoce des puînés et dans une optique à long terme ; le maintien des enfants à la maison où ils reçoivent une éducation traditionnelle, le temps de migrer. L’article met en évidence la complexité des mécanismes à l’œuvre dans les processus de définition des rapports aux savoirs.

Schooling in the region known as Micronesia is today a normalized, ubiquitous, and largely unexamined habit. As a result, many of its e ects have also gone unnoticed and unchallenged. By interrogating the processes of normalization and governmentality that circulate and operate through schooling in the region through the deployment of Foucaultian conceptions of power, knowledge, and subjectivity, this work destabilizes conventional notions of schooling's neutrality, self-evident bene t, and its role as the key to contemporary notions of so-called political, economic, and social development.

L’organizzazione in termini segregativi di servizi e interventi su base di categorie funzionali di capacità e disabilità emerge in questa ricerca come qualcosa di dato per scontato per i genitori di bambini con disabilità, quasi fosse non solo opportuna ma anche necessaria e addirittura un bene in sé. A prescindere dalle conseguenze individuali e sociali che la segregazione produce. Il saggio esplora i limiti funzionali la cui portata sulle capacità delle persone dipende anche dal contesto in cui le persone agiscono. Dopo aver messo in luce i limiti di scuole e servizi organizzati sulla base di un principio di segregazione, propone una analisi della varietà di situazioni, traiettorie e condizioni, che tentano di superare la segregazione

Alternatives to mainstream schooling and education are becoming increasingly recognised as pertinent and urgent to better understand. We need to know what really works in successfully educating children and adults today. This is not just important but a duty. This duty comes especially in light of the dominating performance driven and managerially organised economic modelling of education. This Handbook seeks to explore the vast range of educational alternatives—from appreciating just why we don’t like changing our mind about education to knowing more about the value of forest schools; to “seeing” home education properly to learning the value of solitude in schools; to hearing about new technological attitudes to education to understanding why order at home meets educational goals; to feeling our way through heterotopic education spaces to learning about practical new alternative school models. The Handbook maps the current and future terrain of the educational landscape. Global in ...

This is an early conference paper of mine working around issues of creative, progressive democratic forms of education based on research projects I had recently been involved with  It was an invited paper at:  Conference of the Education Research Network of Northern Ireland,  at the University of Ulster, November 1990

Education policy is premised on its instrumentalist approach. This instrumentalism is based on narrow assumptions concerning people (the subject), decision-making (power), problem-solving (science and methodology), and knowledge (epistemology). Policy, Geophilosophy and Education reconceptualises the object, and hence, the objectives, of education policy. Specifically, the book illustrates how education policy positions and constitutes objects and subjects through emergent policy arrangements that simultaneously influence how policy is sensed, embodied, and enacted. The book examines the disciplinary and multi-disciplinary approaches to education policy analysis over the last sixty years, and reveals how policy analysis constitutes the ontologies and epistemologies of policy. In order to reconceptualise policy, Policy, Geophilosophy and Education uses ideas of spatiality, affect and problematization from the disciplines of geography and philosophy. The book problematizes case-vignettes to illustrate the complex and often paradoxical relations between neo-liberal education policy equity, and educational inequalities produced in the representational registers of race and ethnicity.

This paper offers a genealogy of dialogic education, tracing its origins in Romantic epistemology and corresponding philosophy of childhood, and identifying it as a counterpoint to the purposes and assumptions of universal, compulsory, state-imposed and regulated schooling. Dialogic education has historically worked against the grain of standardized mass education, not only in its view of the nature, capacities and potentialities of children (and therefore of adults as well), but in its economic, political and social views, for which childhood is understood as a promissory condition. Dialogic education is oriented to what Dewey called “a future new society of changed purposes and desires,” made possible by an emergent form of social character. It has followed its own developmental trajectory from its origins in Pestalozzi’s Rousseau-inspired innovations, through anarchist theory and practice and the Progressive Education movement, to its current most salient formulation in the Democratic Education movement, whether as an enemy within the gates of standardized education or as expressed in innumerable alternative forms of schooling or unschooling. The paper highlights several key characteristics, gleaned from all those forms, of the dialogic school—identified as intentionality, transitionality, emergence, aesthetic temporality, interdisciplinarity and group governmentality--and argues further that community of philosophical inquiry theory and practice as a form of post-Socratic group dialogue that emerged in the 1970’s, is a pedagogical praxis that offers a grand operational template for dialogic education as a form of schooling

En este trabajo proponemos un recorrido a través de tres conceptos: Educar, Enseñar y Escolarizar para analizar, desde una perspectiva histórica, distintos recortes sobre cada uno de ellos. El objetivo es profundizar la idea de "especificación" como definición de la relación entre estos conceptos y sus posibles efectos sobre la prescripción pedagógica. En este sentido, consideramos que la Pedagogía constituye parte de este proceso de especificación a través de operaciones de objetivación del conocimiento. Proponemos también que el concepto de "crisis" de la educación, la enseñanza, la escuela, se apoya sobre un circuito de especificaciones que no permite pensar a la Pedagogía como forma de intervención. Para ello, el trabajo se organiza en cuatro puntos. En el primero se toma el concepto de Educar. Se procede a la construcción de una definición a través del recorrido por diversos autores y formas de entender dicha acción. La segunda parte focaliza sobre el concepto de Enseñar en relación con el de Educar. Se señalan ciertas marcas históricas en el proceso de especificación del concepto entre las que se encuentra la constitución del campo de la Pedagogía. En la tercera parte, se considera el concepto de Escolarizar en tanto formato de especificación de la enseñanza moderna. La relación con la pedagogía como ciencia del "arte" de enseñar sumada a los dispositivos de la forma escolar moderna son aquí los puntos centrales. Finalmente, la última parte recupera el concepto de Transmisión en tanto posible nexo en esta secuencia de especificación. Intenta también dotar de un nuevo sentido a la acción pedagógica en el llamado contexto de "crisis" de la educación (de la enseñanza, de la escuela…).

This paper explores 'the 5 cm rule', a regulation around student contact discovered during an investigation of the sexual culture of schooling with 16Á 19-year-olds in New Zealand. Implemented to stem 'inappropriate and unwanted' touching, it stipulates that students must maintain a physical distance of 5 cm at all times. It is argued this rule represents a contemporary type of biopower which forms part of the sexual culture of schooling. As a technique of corporeal regulation it is characterised by a 'loose' exercise of power, that allows for student resistance while producing subjects' 'docility-utility' . The paper contends that the rule contributes negatively to 'the sexual culture of schooling' by constituting student sexuality as 'unruly' and 'problematic'. This stipulation also prescribes a set of gender relations that are inhibitive of mutually negotiated and pleasurable corporeal experience.