Building equitable literate futures : home and school computer-mediated literacy practices and disadvantage

This paper examines the complex connections between literacy practices, the use of information and communication technologies (ICTs) and disadvantage. It reports the findings of a year-long study which investigated the ways in which four families use ICTs to engage with formal and informal literacy learning in home and school settings. The research set out to explore what it is about computer-mediated literacy practices at home and at school in disadvantaged communities that make a difference in school success. The findings demonstrate that the \u27socialisation\u27 of the technology - its appropriation into existing family norms, values and lifestyles - varied from family to family. Having access to ICTs at home was not sufficient for the young people and their families to overcome the so-called \u27digital divide\u27. Clearly, we are seeing shifts in the meaning of \u27disadvantage\u27 in a globalised world mediated by the use of new technologies. New definitions of disadvantage that take account not only of access to the new technologies but also include calibrated understandings of what constitutes the access are required. The article concludes that old inequalities have not disappeared, but are playing out in new ways in the context of the networked society.<br /

Continuity and change at C.B.C. : an ethnography of a Catholic Brothers School in Australian society

This thesis is an ethnographic investigation of a Catholic Brothers school, Christian Brothers College (C.B.C.), in the provincial city of Newburyport, Australia* The study explores the traditions and historical purposes of education at the independent, religious school, and examines the manner in which these have changed or are changing. All names, including the name of the school and the city, have been altered to preserve anonymity. The opening section discusses the emergence of the theoretical problem of the dialectic of change and continuity in the ongoing activity of C.B.C. actors. This is followed by an argument that an understanding of such activity requires an ethnographic perspective. Such a perspective, however, must not overlook the organisational and structural constraints within which participants operate. Hence, a critical ethnography, which takes account of both the agency of human actors and the structures which influence their activity, is advocated as the most suitable approach for understanding continuity and change within a complex organisation in its social context. This argument is followed by an ethnographic account of Christian Brothers College, which focuses on the perceptions and activities of teachers and administrators, Individual chapters deal with the Christian Brothers Order and its educational mission at C.B.C.; the nature of religious education at the school; the administration of the school; approaches to control and discipline; the curriculum and evaluation of pupils; and the relationship between C.B.C. and the wider Newburyport community. The concluding section integrates an analysis of continuity and change at C.B.C. with a discussion of theoretical perspectives on reproduction and transformation. The thesis concludes that, although change has occurred in many ways, an institutionalised image of C.B.C. as \u27Brothers’ school\u27persists and impedes the formation of more democratic authority relations, curriculum, and evaluation. The potential for such change, however, is seen most strongly in the ongoing reform of religious education

Teaching within and against the circle of privilege : reforming teachers, reforming schools

Three decades of neo-liberal education in western countries, particularly English-speaking countries, have not served most children well. The evidence is mounting that the neo-liberal experiment has been a failure on many grounds, not least because of its deprofessionalizing effect on teachers. The disciplinary effects of neo-liberal policy frameworks on education remain powerful, but there are numerous teachers and schools who have resisted the regime of managerialism and accountability. This paper celebrates such activists. It argues that the internal focus on the delivery of instruction and test-taking inside schools ignores the point that the major influences on the school performance of children exist outside rather than inside the school. The paper argues that young people who have been 'othered' and put at a disadvantage by the neo-liberal education system deserve to be treated in a more dignified, engaged and respectful manner than seems to be the case within the ideology of accountability and top-down managerialism. © 2012 Copyright Taylor and Francis Group, LLC

Globalization and educational change : Bringing about the reshaping and renorming of practice

The tendency in education writing on globalization has been to examine the congruence of educational policies in western societies and the international effects of global governance of education by powerful transnational institutions such as the Organization for Economic Cooperation and Development and the European Union. The authors tend to identify massive changes in approaches to educational governance, including the establishment of a broadly common policy and management agenda that is characterized by 'new managerialism', devolution, and rigid accountability structures, entrepreneurialism, and school effectiveness, that have been imposed largely as a result of globalization. These measures are often seen as being directly related to the 'hollowing out' of the state, and the emergence of neo-liberalism as the informing ideology of both international capitalism and residual nation-states. There are few studies, however, of the dynamics of educational life and micro-political activities that enable or challenge or bring about the kinds of educational reshaping and renorming that are typically associated with globalization. This study attempts to analyse such micro-shaping, which, through reporting an ethnographic study in a site of educational practice, examines how school managers and teachers dealt with government policy intervention and, in the process, both willingly and unwillingly implemented significant educational change.C

Educational leadership and the imperative of including student, voices, student interests, and student's lives in the mainstream

Smyth introduces this special issue with the claim that the question of 'how to pursue forms of leadership that listen to and attend to the voices of...young people' is the 'most urgent issue of our times'. Of special concern to him in recent times has been the increasing number of such students who are poorly served by schools and are, in effect, pushed out of the institution of schooling by a system that is largely uncaring and remote from their needs and interests. This article looks at the hardening of educational policy, student participation in reform efforts, leaders and followers, the moral purpose of educational leadership, and what counts as 'genuine' participation.C

Transcending educational inequalities across multiple divides : Schools and communities building equitable and literate futures

This paper explores the complex issues of student engagement and school retention from a critical/sociological perspective. Dominant discourses on youth alienation, estrangement and underachievement are generally couched in a language of blame and deficits with responsibility for the problems being sheeted home to (a) individual students, families, neighbourhoods and/or cultural groups (b) teachers and schools, and (c) public education systems. What is largely missing from these discourses is a lack of recognition of the structural inequalities which pervade society and sustain educational disadvantage. Drawing on Paulo Freire’s philosophy and pedagogy, I argue that an analysis of student engagement and disaffection must involve both a critique of the dehumanising forces that operate within and outside schools, and the development of a renewed project for a critical pedagogy that challenges the logic of instrumental reason and neoliberal approaches to education policy. With reference to recent ethnographic research, I discuss the tensions involved in implementing school-based responses in the current policy environment and highlight some of the innovative responses to concerns of educational disadvantage and student engagement in the secondary years of schooling.C

Evaluation of Yield Productivity and Economic Returns of Some Yam (Dioscorea esculenta Poir) Genotypes Grown in a Kaolinitc Ultisol

A two-year (2008 and 2009) study was carried out at the University of Uyo Teaching and Research Farm, Use-Offot to evaluate yield productivity of eight yam genotypes (TDr 200/3/7A, M2/75/3, M2/25/1, M2/50/5x, 99/AMO/053, 99/AMO/094, 95/18894, and local -Eteme).and  their economic returns to management. Randomized Complete Block Design with three replicates was used. Results of the study indicated significant differences in all the yield and yield components of the different yam genotypes considered in both years., Cost of production in 2009 was 2% above the cost of production in 2008 due to increase in cost of land preparation. The cost -benefit ratio of all the genotypes were above 10.00 except in local variety, Eteme with values of 4.9 and 6.3 in  2008 and 2009, respectively. The average cost- benefit ratio of 14.25 recorded in TDr 95/18894 suggesting strongly that the genotype is more adaptable to Uyo, agro- ecology than others. Keywords; yield productivity, economic returns, yam, genotype