1,721,013 research outputs found
Education, Social Haunting, and Deindustrialisation:Attuning to Ghosts in the Hidden Curriculum
No full textThis chapter draws on ethnographic research carried out at ‘Lillydown Primary’, a state school for 3–11-year-olds in a former mining community in the north of England. It explores how historical relations and performances, reflective of Lillydown’s industrial past, continue to haunt processes and experiences of the hidden curriculum, even though Britain’s coal industry is long gone. Complicating Avery Gordon’s notion of ‘haunting’ and drawing on neo-Marxist analysis of education, this chapter presents a complex picture of the enactment and reproductive effects of the hidden curriculum. It highlights how ghosts work to open up spaces for transformation. The chapter illustrates how the hidden curriculum is enacted through more traditional performances of authority and working-class codes, rather than conditions and relations of control. Whilst ghostly matters of Lillydown’s industrial past encouragingly shape areas of schooling, at times they play a role in reproducing classed divisions and relations. By arguing for a conscious reckoning with the fullness of ghosts, this chapter suggests it is possible, at least in some circumstances, to challenge and refashion processes and experiences of the hidden curriculum in ways that recognise the richness and heritage of working-class culture, as well as the pain and loss
Conclusion:The Ghost of Coal
No full textThis chapter highlights some of the key lessons to be learned from the book. It focuses not only on the conceptual and theoretical contribution made by each chapter but raises questions about how the legacy of coal is played out in the classroom, and at the institutional and systemic level. We draw on the notion of social haunting raised in the book’s introduction and developed in Kat Simpson’s chapter. Social haunting offers a powerful lens through which to understand the particular nature of Britain’s coalfield communities, not only in terms of reckoning with the pain and suffering which remains to haunt such locales, but also by recognising the solidarity, camaraderie, and the industrial humour and culture of the past that continues to be ghosted into the present. The chapter finishes by reimagining the nature of education and work in Britain’s former coalfields. It sets out a number of ideas and strategies which may begin to develop an agenda to (re)engage young people with learning across a range of settings. Such an agenda would, however, need to be part of a broader programme of social and economic reform going beyond previous attempts to ‘regenerate’ the former coalfields
Introduction:Education, Work and Social Change in Britain’s Former Coalfield Communities
No full textThe introduction locates the origins of the book in the editors’ personal histories, growing up in former coalfield communities, the social and cultural changes they have witnessed, and some of the conundrums now facing such locales—especially in relation to education and work. It provides an intellectual framework for the text; it discusses the perspectives which underpin the book and the interdisciplinary approach employed. This provides a range of insights and understandings, particularly in terms of the relationship between the current ‘condition’ of the former coalfields and their industrial past—which continues to be ‘haunted’ by a social, political and cultural matrix which has always been both enabling and constraining for those living and working in former coalfield communities. It positions the book in the literature—both in terms of coalmining communities and on the relationship between education and social class. The chapter finishes with an overview of the contents of the book. It highlights the arguments made, particularly in relation to the nature and purpose of education in the former coalfields, especially in relation to social class but also in terms of gender and other forms of ‘difference’
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Practices and negotiations of belonging in the deindustrialising coalfields: navigating school, education and memory through a time of transformation
No full textThis chapter examines affective memories of education among academics from Britain’s former coalfields. As we know, schooling is critically formative of identity and belonging, as well as relationships to education. These experiences are encoded in troubling affective memories, which sit alongside more positively balanced ones. Relatedly, everyday practices of collaborative remembering can help communicate and process such memories and experiences. The research documented here used collaborative remembering principles to explore and reveal the complex memories and legacies of school and education in the context of deindustrialisation. Participants/authors all attended coalfield schools and undertook primary and secondary education during the decline of the coal industry. Though atypical of both our former school and current work peers, the findings elucidate complex memories related to geographical, historical, class and gender inequalities/privileges and advances understanding of how legacies continually manifest to mediate present-day contexts. The chapter concludes by arguing that collaborative remembering practices, additional to enhancing memory retrieval, can also be a therapeutic and reconciliatory process for making sense of shared and personal pasts and lived history’s bearing on life course trajectories
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Full text link“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
Full text linkWe 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
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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