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Journal articles on the topic 'Power'

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Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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1

Watts, Michael. "Power and Education." Power and Education 1, no. 1 (January 2009): 1. http://dx.doi.org/10.2304/power.2009.1.1.1.

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2

Park, Albert Sanghoon. "Beyond Great Powers: Middle Power Paths to Resilient Multilateralism." Asian Journal of Peacebuilding 10, no. 1 (May 31, 2022): 131–57. http://dx.doi.org/10.18588/202205.00a274.

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3

Ridley, Barbara. "Articulating the Power of Dance." Power and Education 1, no. 3 (January 1, 2009): 333–44. http://dx.doi.org/10.2304/power.2009.1.3.333.

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Making some minor changes to the syllabus of a peripheral GCE subject – Advanced Level (A-level) Dance – would hardly seem to be of much importance to anyone except dance students and their teachers. But the loss of dance notation is not as unimportant as it might appear: there are implications for the status of dance in the curriculum, for its ability to attract a range of students and for the development of the subject itself. Whilst being a popular social activity, in UK schools dance is constructed as a physical subject with an aesthetic gloss, languishing at the bottom of the academic hierarchy. Dance as a discipline is marginalised in academic discourse as an ephemeral, performance-focused subject, its power articulated through the body. Yet dance is more than just performance: to dismiss it as purely bodies in action is to ignore not only the language of its own structural conventions but also the language in which it might be recorded. Using the notion of docile bodies, the author considers the centrality of the body as instrument in defining the power of dance and how Foucault's mechanisms of power and knowledge are exemplified in current conceptions of dance in education.
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4

Watts, Michael F. "The Power of Journal Rankings." Power and Education 3, no. 1 (January 2011): 1–4. http://dx.doi.org/10.2304/power.2011.3.1.1.

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5

Choi, Tat-Heung. "Power and the Subversion of Stories." Power and Education 1, no. 3 (January 1, 2009): 282–94. http://dx.doi.org/10.2304/power.2009.1.3.282.

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Language is a multiplicity of meaning-making systems, which are connected with social, cultural and psychological networks. Focusing on issues of power, this article is concerned to explore how the readings of a European folktale triggered attempts among teenage girls in Hong Kong to make their own feminist and subversive interpretations in English. The reconstructed stories are more than a partial reproduction of the conventional text, they are also a useful reflection of the teenage girls' literacy and gender experience, as well as of their generic and social knowledge. With a resistance to textual conventions, the teenage girls demonstrate their written competence to create alternative subject and reading positions, which are textually motivated by their sense of difference. The material realisation of the stories is also characterised by splits and instabilities, in the negotiation of a new boundary for femininity. This negotiation demonstrates how the teenage girls are on the move, facing and settling contradictory possibilities in acquiring literacy and social roles. Along these lines of observation, the synchronic view of language, characterised by regularity and internal consistency, needs to be challenged in second-language writing instruction.
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6

Darmody, Merike. "Power, Education and Migration into Ireland." Power and Education 3, no. 3 (January 2011): 224–37. http://dx.doi.org/10.2304/power.2011.3.3.224.

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7

Leaton Gray, Sandra. "The ‘Big Society’, Education and Power." Power and Education 5, no. 3 (September 2013): 248–61. http://dx.doi.org/10.2304/power.2013.5.3.248.

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8

Pirrie, Anne, Kevin Adamson, and Walter Humes. "Flexing Academic Identities: Speaking Truth to Power." Power and Education 2, no. 1 (January 2010): 97–106. http://dx.doi.org/10.2304/power.2010.2.1.97.

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9

Steinberg, Shirley R., and Joe L. Kincheloe. "Power, Emancipation, and Complexity: Employing Critical Theory." Power and Education 2, no. 2 (January 2010): 140–51. http://dx.doi.org/10.2304/power.2010.2.2.140.

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10

Cole, David R. "The Power of Emotional Factors in English Teaching." Power and Education 1, no. 1 (January 2009): 57–70. http://dx.doi.org/10.2304/power.2009.1.1.57.

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11

Choi, Tat-Heung. "Replacing the Misplaced: Power, Autobiography and Learner Identity." Power and Education 6, no. 1 (January 2014): 46–60. http://dx.doi.org/10.2304/power.2014.6.1.46.

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12

Hunter, Judy, and David Cooke. "Education for Power: English Language in the Workplace." Power and Education 6, no. 3 (January 2014): 253–67. http://dx.doi.org/10.2304/power.2014.6.3.253.

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13

Holley, Shante's, and Maja Miskovic. "Barack Obama and the Power of Critical Personal Narrative." Power and Education 1, no. 1 (January 2009): 15–29. http://dx.doi.org/10.2304/power.2009.1.1.15.

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14

Thompson, Christiane. "The Power of Authority: Challenging Educational Theory and Practice." Power and Education 2, no. 1 (January 2010): 63–74. http://dx.doi.org/10.2304/power.2010.2.1.63.

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15

Lambirth, Andrew. "Class Consciousness, Power, Identity, and the Motivation to Teach." Power and Education 2, no. 2 (January 2010): 209–22. http://dx.doi.org/10.2304/power.2010.2.2.209.

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16

Jansen, Hans, and Michael F. Watts. "The Power of the Code: Publication and Research Paradigms." Power and Education 3, no. 1 (January 2011): 52–63. http://dx.doi.org/10.2304/power.2011.3.1.52.

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17

Mazurkiewicz, Grzegorz, and Bartłomiej Walczak. "Obedience, Sabotage, Autonomy: Power Games within the Educational System." Power and Education 4, no. 1 (January 2012): 73–82. http://dx.doi.org/10.2304/power.2012.4.1.73.

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18

Holligan, Chris. "Building One-Dimensional Places: Death by the Power of Audit." Power and Education 2, no. 3 (January 2010): 288–99. http://dx.doi.org/10.2304/power.2010.2.3.288.

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19

Niedźwiecki, Sławomir. "Unia Europejska w świecie: soft power, hard power czy może smart power?" Przegląd Europejski, no. 3-2017 (January 28, 2018): 78–94. http://dx.doi.org/10.31338/1641-2478pe.3.17.4.

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The main purpose of the article is to ask whether the European Union is a smart power actor. Most of the previous research has treated the EU as a soft power. This work is an analysis of the tools which the European Union uses in its foreign policy. Research has been conducted in the context of types of powers, which have been formulated by Joseph Nye: hard power, soft power and smart power. It was necessary to survey what instruments does the European Union use to have impact on other participants of international relations. Nowadays, a range of these tools is relatively developed, taking into account that the EU is an international organisation. In the conclusion, it is stated that the contemporary European Union should be treated as a soft power, but simultaneously it is an actor which attempts to become a smart power, and has relevant predispositions to it.
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20

Cole, Mike. "The Color-Line and the Class Struggle: A Marxist Response to Critical Race Theory in Education as it Arrives in the United Kingdom." Power and Education 1, no. 1 (January 2009): 111–24. http://dx.doi.org/10.2304/power.2009.1.1.111.

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21

Gillborn, David. "Who's Afraid of Critical Race Theory in Education? A Reply to Mike Cole's ‘the Color-Line and the Class Struggle’." Power and Education 1, no. 1 (January 2009): 125–31. http://dx.doi.org/10.2304/power.2009.1.1.125.

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22

Ryoo, Jean J., Jenifer Crawford, Dianna Moreno, and Peter McLaren. "Critical Spiritual Pedagogy: Reclaiming Humanity through a Pedagogy of Integrity, Community, and Love." Power and Education 1, no. 1 (January 2009): 132–46. http://dx.doi.org/10.2304/power.2009.1.1.132.

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23

DePalma, Renée, Michael Watts, Michael Watts, Heather Piper, and Renée DePalma. "Book Review: Justice and Equality in Education: A Capability Perspective on Disability and Special Educational Needs, Amartya Sen's Capability Approach and Social Justice in Education, the Capability Approach: Concepts, Measures and Applications, Capabilities and Happiness, the Dangerous Rise of Therapeutic Education, Minority Status, Oppositional Culture and Schooling, Minority Status, Oppositional Culture and Schooling." Power and Education 1, no. 1 (January 2009): 147–56. http://dx.doi.org/10.2304/power.2009.1.1.147.

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24

Schostak, John. "Researching and Representing Wrongs, Injuries and Disagreements: Exploring Strategies for Radical Research." Power and Education 1, no. 1 (January 2009): 2–14. http://dx.doi.org/10.2304/power.2009.1.1.2.

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25

Goddard, Roy. "Not Fit for Purpose: The National Strategies for Literacy Considered as an Endeavour of Government." Power and Education 1, no. 1 (January 2009): 30–41. http://dx.doi.org/10.2304/power.2009.1.1.30.

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26

Dunne, Linda. "Discourses of Inclusion: A Critique." Power and Education 1, no. 1 (January 2009): 42–56. http://dx.doi.org/10.2304/power.2009.1.1.42.

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27

Taylor, Richard. "Lifelong Learning under New Labour: An Orwellian Dystopia?" Power and Education 1, no. 1 (January 2009): 71–82. http://dx.doi.org/10.2304/power.2009.1.1.71.

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28

Levering, Bas, Stefan Ramaekers, and Paul Smeyers. "The Narrative of a Happy Childhood: On the Presumption of Parents' Power and the Demand for Integrity." Power and Education 1, no. 1 (January 2009): 83–93. http://dx.doi.org/10.2304/power.2009.1.1.83.

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29

Rolling, James Haywood. "Invisibility and In/di/Visuality: The Relevance of Art Education in Curriculum Theorizing." Power and Education 1, no. 1 (January 2009): 94–110. http://dx.doi.org/10.2304/power.2009.1.1.94.

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30

Bauman, Zygmunt. "Education in the Liquid-Modern Setting." Power and Education 1, no. 2 (January 2009): 157–66. http://dx.doi.org/10.2304/power.2009.1.2.157.

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31

Dahlstrom, Lars. "Education in a Post-Neoliberal Era: A Promising Future for the Global South?" Power and Education 1, no. 2 (January 2009): 167–77. http://dx.doi.org/10.2304/power.2009.1.2.167.

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32

Jones, Susan, and Christine Hall. "Creative Partners: Arts Practice and the Potential for Pupil Voice." Power and Education 1, no. 2 (January 2009): 178–88. http://dx.doi.org/10.2304/power.2009.1.2.178.

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33

Pinar, William F. "The Unaddressed ‘I’ of Ideology Critique." Power and Education 1, no. 2 (January 2009): 189–200. http://dx.doi.org/10.2304/power.2009.1.2.189.

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34

Grønbæk, Justine. "Servile Power: When Something is Rotten in the State of Denmark." Power and Education 1, no. 2 (January 2009): 201–13. http://dx.doi.org/10.2304/power.2009.1.2.201.

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35

Thomas, P. L. "The Futility and Failure of Flawed Goals: Efficiency Education as Smoke and Mirrors." Power and Education 1, no. 2 (January 2009): 214–25. http://dx.doi.org/10.2304/power.2009.1.2.214.

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36

Allen, Ansgar. "The Foucauldian Peacekeeper: On the Dispersion of Power and the Futility of Change." Power and Education 1, no. 2 (January 2009): 226–37. http://dx.doi.org/10.2304/power.2009.1.2.226.

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37

McCarthy, Cameron. "The New Neoliberal Cultural and Economic Dominant: Race and the Reorganization of Knowledge in Schooling in the New Times of Globalization." Power and Education 1, no. 2 (January 2009): 238–51. http://dx.doi.org/10.2304/power.2009.1.2.238.

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38

Smith, Mark Philip, Jennie Bristow, and Liz Airton. "Book Review: Problematizing Identity: Everyday Struggles in Language, Culture, and Education, Don't Touch! The Educational Story of a Panic, Whipping Girl: A Transsexual Woman on Sexism and the Scapegoating of Femininity." Power and Education 1, no. 2 (January 2009): 252–58. http://dx.doi.org/10.2304/power.2009.1.2.252.

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39

Carlile, Anna. "Finding Space for Agency in Permanent Exclusion from School." Power and Education 1, no. 3 (January 1, 2009): 259–69. http://dx.doi.org/10.2304/power.2009.1.3.259.

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This article aims to examine the experiences of pupils and professionals who are affected by permanent exclusion (what used to be called being expelled) from school. An ethnographic study conducted during the author's employment as a Pupil Support Officer within secondary schools and the children's services department of an urban local authority in England explores the idea that professionals may be forced to make inequitable decisions about including or excluding pupils in the face of powerful competition between the politically unchallengeable concepts of tolerance, inclusivity, attainment, and choice. The article argues that the tensions of multi-agency working are focused within what will be described as the contested space of the young person's ‘extended body’. However, whilst the contested nature of this space renders it vulnerable to negative description and to the biased judgements of authoritarian power, it also offers itself as a space for emancipatory self description by the young person and for the expression of agency on the part of those professionals working for social justice.
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40

Pirries, Anne, and Gale Macleod. "Travels with a Donkey: Further Adventures in Social Research." Power and Education 1, no. 3 (January 1, 2009): 270–81. http://dx.doi.org/10.2304/power.2009.1.3.270.

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This article is intended as a contribution to the debate on the epistemology of educational research. The latter is construed as an ethical project that brings with it a distinctive set of power relations, and entails a degree of self-effacement on the part of the researcher, a subordination of the self to the internal logic of the task in hand. The conditions within the academy that inhibit the development of these qualities are briefly outlined, as is the status of the academic as an awkward hybrid between animal laborens and homo faber. The authors build upon earlier work that drew upon ethnographic research on walking and a comparative anthropology of the line in order to develop a new approach to understanding the relation between movement, knowledge, description and measurement in social research. They bring into dialogue the notion of wayfaring elaborated by the anthropologist Tim Ingold and Richard Sennett's socio-cultural exploration of the realm of the craftsman. By drawing extensively on Alan Bennett's The Lady in the Van, they begin to open up perspectives for further debate on the literary turn in social research. But we are all travellers in what John Bunyan calls the wilderness of this world – all, too, travellers with a donkey: and the best that we find in our travels is an honest friend. He is a fortunate voyager who finds many. We travel, indeed, to find them. They are the end and the reward of life. They keep us worthy of ourselves; and when we are alone, we are only nearer to the absent. (R.L. Stevenson, Preface to Travels with a Donkey in the Cévennes [1879/1982])
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41

McIntosh, Paul, and Paula Sobiechowska. "Creative Methods: Problematics for Inquiry and Pedagogy in Health and Social Care." Power and Education 1, no. 3 (January 1, 2009): 295–306. http://dx.doi.org/10.2304/power.2009.1.3.295.

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This article provides an overview of initial discussions emerging from the Creative Methods Network, an informal organisation concerned with the use of the creative arts in research, teaching and practice in health and social care. Key issues are presented and contextualised with regard to the current conditions in which health and social care research and education is practised. Our own discussions have come to question the seeming dominance of governance within professional education programmes in which there is a primary focus on developing technical skill and capacity. Such governance often extends itself to the measurement of the implementation of these technical skills and this is set against concerns about the absence of creativity and the humanities in the educational programmes of caring for human beings. Consequently, the article reflects a view that the use of the creative arts and humanities in the education of the human caring professions is being eroded away in favour of technical-rational reasoning. It is argued that this then presents an important problem manifested in an emphasis on established and quantifiable knowledge transfer which inhibits other forms of knowledge generation. For the purposes of this discussion we have viewed this problem through the lenses offered by Foucault and Bourdieu.
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42

Garratt, Dean, and Linda Hammersley-Fletcher. "Academic Identities in Flux: Ambivalent Articulations in a Post-1992 University." Power and Education 1, no. 3 (January 1, 2009): 307–18. http://dx.doi.org/10.2304/power.2009.1.3.307.

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The discourse of power and agency in higher education (HE) is strongly linked to political notions of autonomy and ‘academic freedom’. Recently, however, such notions have been impacted by sustained and ongoing sector-wide reform. With various checks and balances of accountability, surveillance and new forms of regulation, this has led to a reformulation of the academic habitus, creating turbulent sites of struggle and contestation. The intrusion of new targets and technologies has in turn challenged the intellectual freedoms of academics, promoting new vistas of empowerment and constraint. Changing academic identities and social and pedagogical relations have produced somewhat ‘ambivalent articulations’, in Morley's words, around the future relationship of teaching, research and administration in HE. In this article, we draw attention to some of these pressures in a case study of a post-1992 university where, in spite of more recent calls for it to succeed, research has traditionally emerged a poor second to the delivery of taught programmes. The article discusses the attitudes of academics towards the context of changing values and conditions and further considers the contested freedoms that are part of the evolving landscape of contemporary HE.
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43

Boni, Alejandra, Jordi Peris, Estela López, and Andrés Hueso. "Scrutinising the Process of Adaptation to the European Higher Education Area in a Spanish University Degree Using Power Analysis." Power and Education 1, no. 3 (January 1, 2009): 319–32. http://dx.doi.org/10.2304/power.2009.1.3.319.

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In this article the authors explore power imbalances in a decision-making process to define the contents of a new Spanish degree adapted to the European Higher Education Area (EHEA), specifically the industrial design and product development engineering degree which started in the academic year 2009/10 at the Higher Technical School of Design Engineering (ETSID) at the Technical University of Valencia (UPV). They start the article with a description of the tool they used to analyse the power issues: the power cube, developed by John Gaventa. Then, they briefly explain the process of adaptation of the Bologna Process at the UPV in general and at the ETSID in particular. They introduce the methodology used in their research by referring to the type of questions asked and the criteria used to select their informants. Subsequently, they discuss the answers, paying special attention to three aspects: the quality of participation and the quality of the process; the types of power; and the concept of education. Lastly, they propose a series of recommendations intended to improve the quality of participation in deliberative processes at university.
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44

Piper, Heather, and Debbie Cordingley. "The Power and Promulgation of the Claimed Links between Human and Animal Abuse." Power and Education 1, no. 3 (January 1, 2009): 345–55. http://dx.doi.org/10.2304/power.2009.1.3.345.

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In this article the authors identify and discuss what they consider to be some of the underlying arguments and approaches currently promulgated in teaching and training in relation to abuse. Their focus is the assumption that all violence is linked, especially the belief that those who harm animals will harm people. This under-theorised but overtly applied phenomenon, referred to as ‘the links’, is increasingly evident on both sides of the Atlantic where it is supported and promoted by powerful non-governmental organisations. The authors draw attention to current teaching (and practice) in this area, which they consider to be flawed as well as unethical and unjust. They critique both the cycles of abuse models of the past and more recent manifestations - for example, retrospective constructions of profiles of ‘abusers’, dubious professional practice, and infringements of human rights purportedly supported by ‘science’. While their argument is initially theoretical, they draw on a focused study of a conference they both attended, which provided the opportunity for a limited linguistic and symbolic analysis. This illustrates the way in which the links idea is spread, supported by the institutional and moral power of significant agencies and organisations that are arguably operating as a ‘community of practice’.
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45

Kahn, Richard, Ansgar Allen, and Àngels Trias i Valls. "Book Review: Peter McLaren, Education, and the Struggle for Liberation, the Cambridge Introduction to Michel Foucault, Globalisation and Europeanisation in Education." Power and Education 1, no. 3 (January 1, 2009): 356–62. http://dx.doi.org/10.2304/power.2009.1.3.356.

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46

Hannus, Susanna, and Hannu Simola. "The Effects of Power Mechanisms in Education: Bringing Foucault and Bourdieu Together." Power and Education 2, no. 1 (January 2010): 1–17. http://dx.doi.org/10.2304/power.2010.2.1.1.

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47

Brown, Douglas, Alexander M. Sidorkin, and Eugene Matusov. "Book Review: Transnational Perspectives on Culture, Policy, and Education: Redirecting Cultural Studies in Neoliberal Times, Journey into Dialogic Pedagogy, Labor of Learning: Market and the Next Generation of Educational Reform." Power and Education 2, no. 1 (January 2010): 107–14. http://dx.doi.org/10.2304/power.2010.2.1.107.

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48

McCluskey, Gillean, and Mirriam Lephalala. "‘A Person is a Person Because of Others’: Challenges to Meanings of Discipline in South African and UK Schools." Power and Education 2, no. 1 (January 2010): 18–30. http://dx.doi.org/10.2304/power.2010.2.1.18.

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49

Forrest, Michelle, Miriam Cooley, and Linda Wheeldon. "Mapping the Movement of Invention: Collaboration as Rhizome in Teaching and Research the (1+1+1) Collective." Power and Education 2, no. 1 (January 2010): 31–47. http://dx.doi.org/10.2304/power.2010.2.1.31.

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50

Jameson, Jill. "Trust and Leadership in Post-Compulsory Education: Some Snapshots of Displaced Dissent." Power and Education 2, no. 1 (January 2010): 48–62. http://dx.doi.org/10.2304/power.2010.2.1.48.

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