Antonio Gramsci’s impact on critical pedagogy

This paper provides an account of Antonio Gramsci’s impact on the area of critical pedagogy. It indicates the Gramscian influence on the thinking of major exponents of the field. It foregrounds Gramsci's ideas and then indicates how they have been taken up by a selection of critical pedagogy exponents who were chosen on the strength of their identification and engagement with Gramsci's ideas, some of them even having written entire essays on Gramsci. The essay concludes with a discussion concerning an aspect of Gramsci's concerns, the question of powerful knowledge, which, in the present author's view, provides a formidable challenge to critical pedagogues.peer-reviewe

Towards an ecology of participation: Process philosophy and co-creation of higher education curricula

This article brings together the authors' previous work on co-created curricula (Bovill et al., 2011; Bovill, 2013a; Bovill, 2014) and on partnership and ethics (Taylor and Robinson, 2014; Taylor, 2015), to develop the concept of co-created curricula as an ecology of participation. In doing so, it deploys Alfred North Whitehead’s process philosophy to formulate a new way of considering co-creation in the curriculum and co-creation of the curriculum in higher education. Two empirical examples are used to illuminate what such an approach offers. From this, we outline three dimensions of an ecology of participation: a process of becoming which recasts subjectivity; acting well in relation which enacts concern; and an orientation to harmony in which difference in equality is valued. The contribution of the article is twofold: first, the concept of an ecology of participation takes forward current thinking on higher education curricula and partnership ethics; second, its use of process philosophy provides a new lens to consider co-creation in the curriculum and co-creation of the curriculum

(Re)Storying Obama: An Examination of Recently Published Informational Texts

American publishers have published numerous children’s books about Barack Obama over the past several years; most take the form of informational biographies. This article reports on a research project aimed at how these books incorporate sociohistorical narratives, particularly those related to the civil rights movement. Though the features of the books might cause the reader to presume political neutrality, the books link readers to distinct Discourses (Gee, 1996), suggesting particular ideologies. In this article, we identified the following differences: (1) specific happenings from Obama’s life were included in some texts while omitted in others; (2) when the events were included, how they were framed differed; and (3) the narrative constructions of the events varied. We use the differences amongst these texts to argue for the importance of critical literacy in elementary classrooms

Reframing professional development through understanding authentic professional learning

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning

Learning the price of poverty across the UK

© 2017, © The Author(s) 2017. In 2016, the British Educational Research Association (BERA) Commission on Poverty and Policy Advocacy brought together several academics from across the four jurisdictions of the UK already engaged in work on poverty, education and schooling. The aim of this BERA Commission was to build a network of research-active practitioners across the UK and, internationally, to engage in knowledge building about poverty and multiple factors of deprivation as these find expression in education and schooling. The Commission also aimed to facilitate counter discourses to be voiced and articulated in contrast to the dominant pathologising discourses of poor people and their education. The Commission therefore addressed the question: what can research tell us about the ways that different devolved policy contexts impact on the learning and well-being of young people living in poverty? This article describes the methodology used by the Commission to bring together researchers, policymakers, practitioners and children and young people to learn about the price of poverty in education and to reflect on the implications for policy. In so doing, the article addresses some challenges, opportunities and outcomes in terms of knowledge production, as well as implications for critical scholarship, with a focus on poverty and education

Pretest probability assessment derived from attribute matching

BACKGROUND: Pretest probability (PTP) assessment plays a central role in diagnosis. This report compares a novel attribute-matching method to generate a PTP for acute coronary syndrome (ACS). We compare the new method with a validated logistic regression equation (LRE). METHODS: Eight clinical variables (attributes) were chosen by classification and regression tree analysis of a prospectively collected reference database of 14,796 emergency department (ED) patients evaluated for possible ACS. For attribute matching, a computer program identifies patients within the database who have the exact profile defined by clinician input of the eight attributes. The novel method was compared with the LRE for ability to produce PTP estimation <2% in a validation set of 8,120 patients evaluated for possible ACS and did not have ST segment elevation on ECG. 1,061 patients were excluded prior to validation analysis because of ST-segment elevation (713), missing data (77) or being lost to follow-up (271). RESULTS: In the validation set, attribute matching produced 267 unique PTP estimates [median PTP value 6%, 1(st)–3(rd )quartile 1–10%] compared with the LRE, which produced 96 unique PTP estimates [median 24%, 1(st)–3(rd )quartile 10–30%]. The areas under the receiver operating characteristic curves were 0.74 (95% CI 0.65 to 0.82) for the attribute matching curve and 0.68 (95% CI 0.62 to 0.77) for LRE. The attribute matching system categorized 1,670 (24%, 95% CI = 23–25%) patients as having a PTP < 2.0%; 28 developed ACS (1.7% 95% CI = 1.1–2.4%). The LRE categorized 244 (4%, 95% CI = 3–4%) with PTP < 2.0%; four developed ACS (1.6%, 95% CI = 0.4–4.1%). CONCLUSION: Attribute matching estimated a very low PTP for ACS in a significantly larger proportion of ED patients compared with a validated LRE

why do romanian universities fail to internalize quality assurance

Despite legal provisions in place since 2005, Romanian universities are considered to perform internal quality assurance only at a formal level, on paper, and usually in anticipation of external evaluations demanded by the government or other official institutions. This paper posits five hypotheses to explain this situation. We analyze 187 interviews with people in universities in order to evaluate these hypotheses. Only two hypotheses are confirmed by the data, allowing us to construct a narrative of policy failure. First, there are top-down failures resulting from unclear and inconsistent legal provisions that focus on multilayered evaluation procedures. Second, there are bottom-up failures related to the lack of ownership over internal quality assurance systems by the actors in the universities. The existing procedures are often seen as control-tools of government, and understood as disconnected from the universities' own goals and problems. Consequently, people on the ground passively try to subvert these tools by carrying them out in a ritualistic manner—which is why quality assurance cannot become internalized

International students and further education colleges in England: The context, policy tensions, and some aspects of practice

This chapter sets out the context of publicly funded further education colleges in England, outlining the position and development of these complex institutions within the broader educational structure. This is followed by discussion of some tensions and contradictions which arise from government policies partially driven by anxieties derived from debates surrounding levels of immigration together with recognition of the imperatives and opportunities arising from globalisation. The benefits of the internationalisation of education have been expounded whilst simultaneously enforcing visa regulations which impede the efforts of colleges to make inroads in the international student market. In particular, disparities between the treatment of the further and higher education sectors are highlighted. The paper also provides an account of practices which have emerged in a single FE college in England over a decade of working with international students following an access to HE course. The chapter indicates some of the many benefits which have been brought to FE by international students as well as the ways in which a college has developed its practices in response to their needs