Knowledge and sociality: on the Institute of Education (London) as a second home

I have had a close and long-standing relationship with the IOE (Institute of Education), UCL’s Faculty of Education and Society (University College London, UK). In order to understand why and how for many years the IOE became my ‘second home’, I infuse this article with a combination of critical academic and political points and a detailed sense of personal history. In the process, I trace out the development of a number of my arguments about the relationship between knowledge, power and education. I connect this to the role of the IOE in this development, both as an institution and with regard to people with whom I had close contacts over the years. Among the people I particularly focus on is Geoff Whitty, who was a key figure in all of this

Assessing gender mainstreaming in the education sector: depoliticised technique or a step towards women's rights and gender equality?

In 1995 the Beijing Conference on Women identified gender mainstreaming as a key area for action. Policies to effect gender mainstreaming have since been widely adopted. This special issue of Compare looks at research on how gender mainstreaming has been used in government education departments, schools, higher education institutions, international agencies and NGOs .1 In this introduction we first provide a brief history of the emergence of gender mainstreaming and review changing definitions of the term. In the process we outline some policy initiatives that have attempted to mainstream gender and consider some difficulties with putting ideas into practice, particularly the tensions between a technical and transformative interpretations . Much of the literature about experiences with gender mainstreaming tends to look at organizational processes and not any specificities of a particular social sector. However, in our second section, we are concerned to explore whether institutional forms and particular actions associated with education give gender mainstreaming in education sites some distinctive features. In our last section we consider some of the debates about global and local negotiations in discussions of gender policy and education and the light this throws on gender mainstreaming. In so doing, we place the articles that follow in relation to contestations over ownership, political economy, the form and content of education practice and the social complexity of gender equality

Les enseignants: à la recherche de leur profession

Les Enseignants: à la recherche de leur profession reprend les idées centrales présentées à la Conférence donnée, sur l'invitation de l'ATEE, au Séminaire de Barcelone, en 1993. Cet article est la reproduction du texte de support à la Conférence. Étant donné l'espace disponible, il n'a pas été possible de le travailler dans le sens d'une plus grande problématisation et élaboration théorique

Understanding young people's citizenship learning in everyday life: The role of contexts, relationships and dispositions

In this article we present insights from research which has sought to deepen understanding of the ways in which young people (13-21) learn democratic citizenship through their participation in a range of different formal and informal practices and communities. Based on the research, we suggest that such understanding should focus on the interplay between contexts for action, relationships within and across contexts, and the dispositions that young people bring to such contexts and relationships. In the first part of the paper we show how and why we have broadened the narrow parameters of the existing citizenship discourse with its focus on political socialisation to encompass a more wide-ranging conception of citizenship learning which is not just focused on school or the curriculum. In the second part of the paper we describe our research and present two exemplar case studies of young people who formed part of the project. In the third part we present our insights about the nature and character of citizenship learning that we have been able to draw from our research. In the concluding section we highlight those dimensions of citizenship learning that would have remained invisible had we focused exclusively on schools and the curriculum. In this way we demonstrate the potential of the approach to understanding citizenship learning that we have adopted

Reading religion in Norwegian textbooks: are individual religions ideas or people?

Different religions are treated in different ways in Norwegian sixth form textbooks. We carried out an exhaustive content analysis of the chapters devoted to individual religions in textbooks for the Religion and Ethics course currently available in Norway, using rigorous indicators to code each word, image and question according to whether they were treated the religion as a set of ideas or a group of people. After adjusting for trends in the different kinds of data (word, image, question), we found that Buddhism and Christianity receive significantly more attention for their ideas than Hinduism, Islam and Judaism, which are treated more as people. This difference cannot be explained by the national syllabus or the particularities of the individual religions. The asymmetry also has implications for the pupils’ academic, moral and pedagogical agency for which teachers play a critical role in compensating.acceptedVersio

Disrupting the Ethical Imperatives of “Junior” Critical Qualitative Scholars in the Era of Conservative Modernization

In this article, we wrestle with the core issue of how early career researchers translate central tenets and core concepts of critical theory and critical methodology into their research practice. By way of creative representation, we draw from bell hooks and Cornel West’s (1991) written rendition of their verbal dialogue in Breaking Bread: Insurgent Black Intellectual Life. Their hope was to offer the book in a dialogic format in such a way that mirrored the synergy in their verbal discussions as friends and intellectual colleagues. In a similar vein, we hope to share with readers the synergy and depth of the narratives that have transpired during our ongoing discussions on the important topic of critical praxis as part of a collaborative research group called the Disruptive Dialogue Project (Gildersleeve, Kuntz, Pasque & Carducci, 2010; Kuntz, Pasque, Carducci, & Gildersleeve, 2009).Yeshttps://us.sagepub.com/en-us/nam/manuscript-submission-guideline