5,413 research outputs found
The Limits of Neoliberal Education:Refraction, Reinterpretation and Reimagination
Get PDFThis chapter considers routes to resistance and reimagination of alternative educational futures to the neoliberal orthodoxy. It develops the concept of refraction, highlighting its constituent parts, and explores the different forms of refraction that can and do occur. It postualtes that there is a need for serious consideration of alternatives to neoliberalism, not only because of the damaging effects and outcomes, but because viewed historically, there are significant questions as to whether we are, in fact, witnessing the terminal decline of the current wave of neoliberal reforms. Moreover, the paper suggests that we should consider whether the seeds of renewlal exist in historical examples of educational altwernatives
Negotiating Neoliberal Education: A Positional Issue and an Oppositional Stance
Get PDFThis chaptersets out the key principles of neoliberaleducation policies and highlights how these have been entrenched in education via recent policies. The chapter challenges the logic and taken for granted discourse supporting such moves and highlights the need to challenge the furether privatisation and marketisation of education, utilising wide and diverse historical examples of alternative approaches to illustrate potential alternativ pathways. It provides a set of conceptual lenses for rethinking educational alternatives, namely the 5 R's of educational research, and furter develops the concept of refraction to suggest ways to resist and reimagine educational futures. This chapter sets up the following contributions in the edited collectio
Negotiating Neoliberal Education: A Positional Issue and an Oppositional Stance
Get PDFThis chaptersets out the key principles of neoliberaleducation policies and highlights how these have been entrenched in education via recent policies. The chapter challenges the logic and taken for granted discourse supporting such moves and highlights the need to challenge the furether privatisation and marketisation of education, utilising wide and diverse historical examples of alternative approaches to illustrate potential alternativ pathways. It provides a set of conceptual lenses for rethinking educational alternatives, namely the 5 R's of educational research, and furter develops the concept of refraction to suggest ways to resist and reimagine educational futures. This chapter sets up the following contributions in the edited collectio
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
Here, there and everywhere: measurement, assessment and attainment
Get PDFThis chapter utilises elements of the '5Rs' framework suggested by the book's editors Rudd and Goodson, in order to (1) highlight the ways in which the practice and uses of assessment have been applied through policy in recent years; (2) consider the effect this has had on teaching, learning and the culture of schools; (3) suggest ways in which this dominant, regressive narrative is refracted in practice and the ways in which it can be questioned and resisited. The author argues for a continuing renewal of assessment as a formative and interactive aspect of teaching and learning where more critical and empowering pedagogoies and learning identites can develop
Money piece by Timothy P. Agnew, chief executive officer of the Finance Author
No full textMoney piece by Timothy P. Agnew, chief executive officer of the Finance Authority of Maine, about the increased availability of credit for Maine\u27s small businesses
Restructuring, reform and refraction: Complexities of response to imposed social change
Get PDFThis paper further develops the concept of ‘refraction’ (Goodson & Rudd 2012; Rudd & Goodson 2014), which we have been seeking to formulate over the last five years. Refraction is conceived of as a conceptual tool intended to support complex and rich methodological and theoretical explorations of educational discourse, systems, policies and practice. Refraction seeks to simultaneously examine structure and agency and the interrelationships between them, whilst also placing historical and contextual influence at the heart of explorations. Hence we have vertical refraction focussing on structure and agency and historical refraction focussing on the changing historical contexts
Negotiating Neo Liberal Education in the Midst of Crisis: Towards a Concept of ‘Refraction’
No full textThis paper highlights the concept of ‘refraction’ (Rudd & Goodson 2016; 2012: Goodson & Rudd 2016), as a methodological and conceptual tool for exploration and research and in helping to understand how dominant (and global) waves of reform are mediated, or refracted, resulting in a varied responses and often unintended outcomes. It seeks to highlight both the influence of power and ideology but also the alternative educational systems, practice, discourse and beliefs that exist and thrive, in spite of, and counter to, the predominant neo liberal waves of reform. Methodologically, it orientates explorations toward the individual narratives, exploring the origins and antecedents of practice and action at one level, whilst simultaneously examining the meso, macro and supra level responses to waves, or cycles, of reform. Furthermore, it also explores reform and practice in relation to wider historical periods and developments. Translation, or refraction, of dominant waves of reform occurs in range of different ways and for various reasons and this complexity requires conceptual and theoretical tools that support better exploration and investigation. These can provide rich and contextualised understandings of practice, rather than it being viewed as linear or direct responses imposed change
Refraction as a tool for understanding action and educational orthodoxy and transgression
Get PDFIn this paper, we attempt to further develop the concept of ‘refraction’ (Goodson & Rudd, 2012; Rudd & Goodson, 2014). Refraction is a conceptual tool intended to support complex and rich methodological and theoretical explorations of educational discourse, systems, policies and practice. It emphasises empirical investigation at the supra, macro, meso and micro levels, providing simultaneous analysis of both structure and agency. From our perspective, refraction is an attempt to provide a more holistic analysis that considers the interconnectedness between structure, agency, ideology and histories and beliefs. We attempt to highlight the ‘axes of refraction’ in relation to UK waves of reform, in order to illustrate the various foci for analysis and spaces and historical moments of refraction. Key-words: structure and agency.Educational theory, historical periodisation, refraction
Timothy Meyer serves as a contributing author for UN report
No full textAssistant Professor Timothy Meyer served as a contributing author for the United Nations Industrial Development Organization\u27s report titled Networks for Prosperity: Connecting Development Knowledge Beyond 2015. The document, which was released during November, analyzes the nexus between the global connectedness of a country and its economic success, sustainability and government effectiveness. Meyer was one of only approximately 20 academic and practical experts from around the world selected to serve as a contributor after a global call for proposals.
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