1,721,015 research outputs found
Fingir para autopreservarse (y sobrevivir): profesores ‘queer’ navegando sus identidades sexuales en colegios británicos y peruanos y organizaciones de la red Teach For All
Get PDFEste estudio cualitativo, basado en un enfoque narrativo, fenomenológico e interpretativo, explora
las experiencias de profesores LGBTQ+ o ‘queer’ de Teach First (Reino Unido) y Enseña Perú
para descubrir cómo sus identidades sexuales impactaron sus relaciones con sus líderes educativos
e identificar comparaciones entre ambos contextos. Las respuestas de ocho participantes
demuestran que, a pesar de su contexto —Perú/Reino Unido, rural/urbano— todos navegaron
cuidadosamente sus identidades sexuales en sus escuelas, con la mayoría optando por ocultarla
mientras se sintieron más cómodos en revelarla a sus grupos de compañeros y organizaciones de
Teach For All (TFA); sus identidades sexuales parecen haber impactado más sus aproximaciones a
la enseñanza y cómo actuaban como profesores, presentándose mayormente como heterosexuales
frente a sus estudiantes; y si bien la mayoría encontró climas escolares negativos, los participantes de Teach First enseñaron en escuelas donde identidades queer eran reconocidas, permitidas y hasta celebradas, mientras que los de Enseña Perú estuvieron en escuelas en donde esas identidades no existían o eran vistas negativamente.A qualitative study based on a narrative, phenomenological, and interpretive approach
grounded on social constructivism and post-positivism was designed to explore the experiences
of queer Teach First and Enseña Peru teachers, discover how their sexual identities impacted
their relations with their educational leaders, and identify comparisons between both contexts.
The answers provided by eight participants show that, regardless of their context - Peru/U.K.,
rural/urban - they all had to carefully navigate their sexual identities in their schools, with most
opting to conceal their sexuality but for differing reasons, while feeling more at ease to disclose
it within their respective Teach for All (TFA) cohorts and organisations; their sexual identities
seem to have had a greater impact on their approaches to teaching and how they performed
their roles as teachers - presenting themselves to their students mostly as straight - than their
relations with their educational leaders both at school and their TFA organisations; and while
most encountered negative school cultures overall, highlighted by various external pressures
and demands, Teach First participants taught in schools where queer identities were
acknowledged, recognised, and even celebrated, while Enseña Peru participants did so in
schools where queer identities were non-existent or viewed negatively. These findings show
that school leaders play a role in setting the school cultures encountered by queer teachers,
impacting their levels of comfort and support. Further research into the intersecting themes of
queer teachers, school cultures, and school leaders in British and Peruvian contexts and beyond
is necessary to have a fuller understanding of their connections in order to provide queer
teachers the support and recognition they deserve, from the greater education sector as a whole
and from school leaders in particular, so they may contribute as best as possible to meet the
socioemotional and academic needs of their students
Educational leadership and Pierre Bourdieu
No full textPierre Bourdieu was one of the most important thinkers of the twentieth century. He argued for, and practiced, rigorous and reflexive scholarship, interrogating the inequities and injustices of modern societies. Through a lifetime’s explication of the ways in which schooling both produces and reproduces the status quo, Bourdieu offered a powerful critique and method of analysis of the history of schooling, and of contemporary educational polices and trends.Though frequently used in educational research, Bourdieu’s work has had much less take up in Educational Leadership, Management and Administration. Educational Leadership and Pierre Bourdieu argues that ELMA scholars have much to gain by engaging more thoroughly with his work. The book explains each of the key terms in Bourdieu’s thinking tool kit, showing how the tripartite concepts of field, habitus and capitals offer a way through which to understand the interaction of structure and agency, and the limits on the freedom of an individual – in this case an educational leader – to act.Educational Leadership and Pierre Bourdieu offers an analysis of dominant trends in ELMA research, examining the kinds of questions asked, projects undertaken and methods used. It provides alternative questions and methods based on a Bourdieusian approach, further readings and a range of exemplars of the application of these tools. The book will be of interest to those whose primary focus is the utility of Bourdieu’s social theory
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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