Journal articles: 'Schooling spaces'

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Dias, Alfrancio Ferreira, Helma de Melo Cardoso, Adriana Lohanna dos Santos, Carlos André Araújo Menezes, and Pedro Paulo Souza Rios. "Schooling and subversions of gender." Revista Tempos e Espaços em Educação 10, no. 22 (May 4, 2017): 83–92. http://dx.doi.org/10.20952/revtee.v10i22.6433.

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The aim of this essay is to discuss bodies and discourses that question and confront gender norms and all possibilities of control of bodies in formative institutions. In order to do so, we analyzed three field research scenes, performed in different times and spaces. We show that they take place in the formative practices and spaces, there are several areas of subversion to norms and we face the control of bodies, as well as to show that these are dispute places, that in our research we do not generally privilege the discourses which subvert.

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Reeves, Jenelle. "Teacher identity work in neoliberal schooling spaces." Teaching and Teacher Education 72 (May 2018): 98–106. http://dx.doi.org/10.1016/j.tate.2018.03.002.

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Kuzniak, Alain, Denis Tanguay, and Iliada Elia. "Mathematical Working Spaces in schooling: an introduction." ZDM 48, no. 6 (September 3, 2016): 721–37. http://dx.doi.org/10.1007/s11858-016-0812-x.

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Franklin-Phipps, Asilia. "Entangled Bodies: Black Girls Becoming-Molecular." Cultural Studies ↔ Critical Methodologies 17, no. 5 (October 21, 2016): 384–91. http://dx.doi.org/10.1177/1532708616674993.

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Using Deleuze and Guattari’s concept of becoming alongside Massumi’s reading of A Thousand Plateaus (1992), I explore how Black girls become educated in the molar assemblage1 of schools: students, teachers, classrooms, bodies raced and gendered by the practices of White schooling. Through readings of narratives of Black girls, I examine how fixed notions of Blackness and girlhood are disrupted by girls becoming-molecular.2 Finally, I consider how Black girls are affected by White schooling spaces and how Black girls’ bodies shift and change schooling spaces by existing in them.

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Burke, Catherine, and William Whyte. "The spaces and places of schooling: historical perspectives." Oxford Review of Education 47, no. 5 (September 3, 2021): 549–55. http://dx.doi.org/10.1080/03054985.2021.1973984.

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Press, Frances, and Christine Woodrow. "Commodification, Corporatisation and Children's Spaces." Australian Journal of Education 49, no. 3 (November 2005): 278–91. http://dx.doi.org/10.1177/000494410504900305.

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For increasing numbers of Australian children, childcare is part of their everyday experiences. The marketisation and corporatisation of education have been under discussion for some time, particularly in relation to schooling. There has been comparatively little public scrutiny of how this trend might impact on, and shape Early Childhood Education and Care (ECEC). This article explores the existing and potential impacts of privatisation and corporatisation of ECEC in terms of how these constrain and are reshaping the vision and the practice of what is done for children in the prior-to-school sector.

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Lopez, Ann E., and Gaëtane Jean-Marie. "Challenging Anti-Black Racism in Everyday Teaching, Learning, and Leading: From Theory to Practice." Journal of School Leadership 31, no. 1-2 (January 2021): 50–65. http://dx.doi.org/10.1177/1052684621993115.

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Anti-Black racism and White supremacy continue to have dire impact on the lives and educational outcomes of Black people and students in educational spaces. Examining ways in which this form of racism is disrupted, confronted, and challenged in education and schooling is important not only to Black students, scholars, practitioners, and staff, but to all People of Color. Drawing on research conducted with educators in, Canada, the United States and our lived experiences as Black educators this article examines how antiblackness and anti-Black racism is manifested in schooling spaces through teaching, learning, and leadership, and offers actions that educators can take in everyday practice to confront and disrupt. In so doing connect theory to practice, and offer possibilities that school leaders and others can act on.

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Philp, Katherine D., and Michele Gregoire Gill. "Reframing After-School Programs as Developing Youth Interest, Identity, and Social Capital." Policy Insights from the Behavioral and Brain Sciences 7, no. 1 (March 2020): 19–26. http://dx.doi.org/10.1177/2372732219892647.

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An increasing focus on academics in after-school programs overlooks the substantial potential for such spaces to support populations of students who are also most likely to disengage from traditional schooling, including low-income students of color. This misplaced focus further ignores significant disparities in the types of services offered after-school. For wealthier students, after-school programs often serve as enrichment experiences in preparation for college and career, not as extended forms of child care or schooling. All students deserve access to after-school spaces that support individual interest and identity development and link them to the social resources that can promote upward mobility. Given their non-academic benefits, we recommend that policy makers and researchers reframe their understanding of after-school programs to support more equitable outcomes for marginalized youth.

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Forbes, Joan, and Gaby Weiner. "Gendering/ed research spaces: insights from a study of independent schooling." International Journal of Qualitative Studies in Education 26, no. 4 (April 2013): 455–69. http://dx.doi.org/10.1080/09518398.2013.765610.

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McLeod, Julie. "Experimenting with education: spaces of freedom and alternative schooling in the 1970s." History of Education Review 43, no. 2 (September 30, 2014): 172–89. http://dx.doi.org/10.1108/her-03-2014-0019.

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Purpose – The purpose of this paper is to explore philosophies of progressive education circulating in Australia in the period immediately following the expansion of secondary schools in the 1960s. It examines the rise of the alternative and community school movement of the 1970s, focusing on initiatives within the Victorian government school sector. It aims to better understand the realisation of progressive education in the design and spatial arrangements of schools, with specific reference to the re-making of school and community relations and new norms of the student-subject of alternative schooling. Design/methodology/approach – It combines historical analysis of educational ideas and reforms, focusing largely on the ideas of practitioners and networks of educators, and is guided by an interest in the importance of school space and place in mediating educational change and aspirations. It draws on published writings and reports from teachers and commentators in the 1970s, publications from the Victorian Department of Education, media discussions, internal and published documentation on specific schools and oral history interviews with former teachers and principals who worked at alternative schools. Findings – It shows the different realisation of radical aims in the set up of two schools, against a backdrop of wider innovations in state education, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling. Originality/value – Its value lies in offering the beginnings of a history of 1970s educational progressivism. It brings forward a focus on the spatial dimensions of radical schooling, and moves from characterisation of a mood of change to illuminate the complexities of these ideas in the contrasting ambitions and design of two signature community schools.

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Youdell, Deborah, and Felicity Armstrong. "A politics beyond subjects: The affective choreographies and smooth spaces of schooling." Emotion, Space and Society 4, no. 3 (August 2011): 144–50. http://dx.doi.org/10.1016/j.emospa.2011.01.002.

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Gallo, Sarah, and Holly Link. "“Diles la verdad”: Deportation Policies, Politicized Funds of Knowledge, and Schooling in Middle Childhood." Harvard Educational Review 85, no. 3 (September 1, 2015): 357–82. http://dx.doi.org/10.17763/0017-8055.85.3.357.

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In this article, Sarah Gallo and Holly Link draw on a five-year ethnographic study of Latina/o immigrant children and their elementary schooling to examine the complexities of how children, teachers, and families in a Pennsylvania town navigate learning within a context of unprecedented deportations. Gallo and Link focus on the experiences and perspectives of one student, his teachers, and his parents to explore how his father's detainment and potential deportation affected his life and learning across educational contexts such as home, school, and alternative educational spaces. In attending to the ways that this student effectively developed and deployed his knowledge of immigration outside of his classroom spaces, the authors explore the possibilities and tensions of creating safe spaces for students to draw on immigration experiences for learning in school. Rather than maintaining silence around issues of difference like immigration, they call for educational practices and policies that will better prepare educators to recognize and respond to students' politicized funds of knowledge, the experiences, knowledges, and skills young people deploy and develop across learning contexts that are often not incorporated into classroom settings.

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Verviers, Anouk. "Au milieu des bureaux empilés (In Between Desks)." Research in Arts and Education 2021, no. 4 (December 31, 2021): 190–216. http://dx.doi.org/10.54916/rae.119518.

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This paper analyzes the socially engaged art project Au milieu des bureux empilés and investigates if it can be possible to create open discursive spaces within schools for students to collectively develop conversations about the education system and their experiences of schooling. The article outlines one possible framework to do so and focuses on investigating the repercussions of these open discursive spaces in schools were students shared instances of lack of care. It explores how the developed conversations might have the potential to foster a certain sense of agency and of community within participatingstudents.

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Maulani, Giandari, Eng Wilem Musu, Y. Johny W. Soetikno, and Sitti Aisa. "Education Management using Blockchain as Future Application Innovation." IAIC Transactions on Sustainable Digital Innovation (ITSDI) 3, no. 1 (November 5, 2021): 60–65. http://dx.doi.org/10.34306/itsdi.v3i1.525.

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This paper means to give a precise writing audit on blockchain innovation in training to offer a definite comprehension of the current situation as far as advantages, boundaries, current uses of blockchain innovation and future regions where blockchain innovation can be carried out in different spaces of schooling. A bibliometric investigation was performed for information in distributions, diaries, creators and gathered references, and checked by applying bibliometric measures. The investigation shows that blockchain innovation in schooling is as yet a youthful discipline, yet has a great deal of potential to help the training area on the loose. This examination gives an establishment to instructive organizations, strategy creators and specialists to investigate different regions where blockchain innovation can be executed, albeit this exploration additionally recommends some potential employments of blockchain innovation in different elements of the training framework, more applications can be brought into the schooling framework to exploit the capability of blockchain innovation. This paper examines the use of blockchain in innovation in schooling with the assistance of bibliometric examination. This is one of the main realized investigations to survey blockchain innovation by distinguishing the current advantages, boundaries, and utilizations of blockchain innovation.

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Lewis, Steven. "Communities of practice and PISA for Schools: Comparative learning or a mode of educational governance?" education policy analysis archives 25 (August 21, 2017): 92. http://dx.doi.org/10.14507/epaa.25.2901.

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This paper examines the Organization for Economic Cooperation and Development’s (OECD) PISA for Schools, a new variant of the Programme for International Student Assessment (PISA) that compares school-level performance on reading, math and science with international schooling systems (e.g., Shanghai-China, Finland). Specifically, I focus here on a professional learning community – the Global Learning Network (GLN) – of U.S. schools and districts that have voluntarily participated in PISA for Schools, and how this, arguably, helps to normatively determine ‘what works’ in education. Drawing suggestively across diverse thinking around contemporary modes of governance, and emerging topological spaces and relations associated with globalization, and informed by interviews with 33 policy actors across the PISA for Schools policy cycle, my analyses suggest that GLN allows the OECD to discursively and normatively constrain how ‘world-class’ schools and systems, and their policies and practices, are defined. However, and in light of the productive capacities of power relations, I also argue that GLN provides opportunities for local educators and leaders to undertake meaningful collaboration and sharing, and to find policy spaces outside of those defined by more performative discursive framings of school accountability. To this end, I explore how GLN may help to foster alternative policy spaces from which educators can ‘talk back’ to national and state authorities, and potentially promote more ‘authentic’ understandings of, and possibilities for, schooling accountability.

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Zecca, Luisa, and Valeria Cotza. "Distance relationships and educational fragilities: A Student Voice research in digital third spaces." Research on Education and Media 12, no. 1 (December 1, 2020): 34–41. http://dx.doi.org/10.2478/rem-2020-0005.

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Abstract What impact did distance learning and education have on the most fragile students during the COVID-19 emergency? How is ‘educational fragility’ perceived by teachers and school educators, and how did this concept change during the school closure? How did children and young people perceive their remote learning experiences? The pandemic scenario forced to switch from face-to-face to distance educational relationships, triggering new fragilities and increasing digital inequalities. Therefore, in the digital environment of third space, a qualitative Student Voice research was conducted to collect students’, teachers’ and educators’ perceptions of remote schooling via semi-structured interviews. The study was implemented with working university students and school-going students with special educational needs, aged between 7 and 13 years, pursuing the teacher preparation aspect in the field of social justice. Preliminary results show that distance relationships fostered students’ self-regulated learning and awareness of their own learning processes; however, only in-presence schooling is experienced as a real ‘living-learning space.’ All these aspects and especially the practitioners’ awareness of the outcomes of distance education open up a new perspective towards an ecological theory of educational fragility, which could contribute to define new in-depth knowledge-construction tools in support of the education practice.

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Esquinsani, Rosimar Serena Siqueira, and Jarbas Dametto. "O ‘encanto’ dos modelos exitosos de escolarização: Quando aceitamos a qualidade para poucos." education policy analysis archives 28 (March 16, 2020): 42. http://dx.doi.org/10.14507/epaa.28.4155.

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In Brazil, a number of academic research studies in the area of education are based on the recognition, description and problematization of successful but isolated experiences of basic public schooling. The objective of this paper is to discuss circumstantially the national scientific production, demonstrating this production is dedicated to the experiences of differentiated and successful public schooling. This analysis was based on 73 papers published in ANPED between 2008 and 2017, in the following categories: spaces of development and extension of the experience; context description; pedagogical approach; comparisons and evaluations, and success factors. The analysis considered the following themes: a) the presence of a Salvationist tone within the described experiences; b) the absence of narratives about the contexts of the experiences; c) little reflection on schools in the same legal situations; d) a lack of originality in the experiences, or the application of existing provisions in legislation or replication of models and methodologies from European countries, and e) romanticized and pedagogical idioms. The conclusion raises questions about the legitimacy of the experiences studied, especially in the debate over the quality of mass schooling.

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Hursh, David. "Education policy, globalization, commercialization: An interview with Bob Lingard by David Hursh." Policy Futures in Education 15, no. 4 (May 2017): 526–36. http://dx.doi.org/10.1177/1478210317715800.

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In this interview with David Hursh, Bob Lingard comments on his current and/or recently completed research projects in respect to new modes of global governance in schooling and the complementarity between international large scale assessments and national testing. He also looks at a project that, in conjunction with school leaders, teachers, students, and community, developed an alternative mode of educational accountability to the currently dominant, simple, top-down, test-based mode. Here schools and their communities would be enabled to give an account of their multiple achievements of various kinds and draw on qualitative, as well as quantitative data. Another project has focused on the ways in which datafication in education opens up spaces for profit-motivated edu-businesses. Here data infrastructures are seen to actually structure schooling systems in particular ways and also work in networked governance across edtech companies and state actors. The final project considered is funded by a teacher union and documents the extent and nature of commercialisation of public schooling in Australia, what enables this, and teachers' and school leaders' attitudes to commercialisation.

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Sarroub, Loukia. "The Sojourner Experience of Yemeni American High School Students: An Ethnographic Portrait." Harvard Educational Review 71, no. 3 (September 1, 2001): 390–416. http://dx.doi.org/10.17763/haer.71.3.m8190855254316p1.

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In this article, Loukia Sarroub explores the relationships between Yemeni American high school girls and their land of origin. She also illustrates the tensions that often arise between immigrant students' lives and the goals of U.S. public schooling. Sarroub begins by providing historical background on Yemeni and Arab culture and international migration. Then, drawing upon a larger ethnographic study set in the Detroit, Michigan, area, she presents a case study of one girl's experiences in the contexts of home, school, and community in both the United States and Yemen. Throughout the study, Sarroub makes thematic comparisons to the experiences of five other Yemeni American high school girls. She uses the notion of the "sojourner" to highlight the fact that many Yemenis "remain isolated from various aspects of American life while maintaining ties to their homeland." Sarroub describes the relationships between Yemen and the United States as social and physical "spaces" from which high school girls' networks and identities emerge. She suggests that in this particular Yemeni community, which was fraught with ritual and sanctioned norms, public schooling was both liberating and a sociocultural threat. This duality sometimes led girls to disengage with home and school worlds and to create "imagined" spaces that could bridge their Yemeni and American lives. Sarroub's study provide a larger lens through which to understand the multiple spaces students must negotiate and the sojourner experience of this Yemeni community in the United States. (pp. 390–415)

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Erickson, Ansley T. "Desegregation's Architects: Education Parks and the Spatial Ideology of Schooling." History of Education Quarterly 56, no. 4 (November 2016): 560–89. http://dx.doi.org/10.1111/hoeq.12211.

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From the early 1960s through the early 1970s, a new idea drew the interest of local leaders and national networks of educators seeking to further desegregation but concerned about how to do so within the bounds of white resistance. Huge single- or multischool campuses, called education parks, would draw students from broad geographical areas and facilitate desegregation. But in the design and location choices for these imagined (but often not realized) education parks, desegregation advocates revealed a spatial ideology of schooling that reflected both a rejection of racialized black spaces and an antiurban, modernist aesthetic. Beyond recognizing the place of spatial ideology in desegregation advocacy, this article suggests that historians of education listen for ideas about space and their impact in other areas of educational history.

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Brännström, Malin. "From subjects of knowledge to subjects of integration? Newly arrived students with limited schooling in Swedish education policy." Power and Education 13, no. 1 (January 14, 2021): 14–27. http://dx.doi.org/10.1177/1757743820986835.

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The education of newly arrived students is a debated global policy issue. Less attention has been paid to the sub-group of students with limited experience of schooling, referred to here as ‘newly arrived students with limited schooling’ (NALS). This article explores Swedish policy frameworks that inform the education of newly arrived students, comparing policy approaches from two time periods (1983–1996 and 2013–2016) during which the numbers of NALS were said to be increasing in Swedish compulsory schools. Framed within a poststructural approach to policy analysis and Foucault’s theorisation of heterotopian spaces, the analysis explores policies’ representation of separate teaching groups for newly arrived students, with a particular focus on what these spaces have to offer NALS. The findings indicate a shift between the two periods: from a focus on knowledge acquisition in policies of the 1980s and 1990s towards an emphasis on integration in those of the 2010s. This shift is particularly evident in relation to NALS, whose educational needs are discussed only to a limited extent in relation to subject knowledge in the 2010s policies. It is argued that this serves to homogenise the educational needs of the category newly arrived, thereby potentially obscuring the conception of NALS.

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Manojan, K. P. "Cultural democracy and schooling in India: A subaltern perspective." Journal of Pedagogy 10, no. 2 (December 1, 2019): 101–21. http://dx.doi.org/10.2478/jped-2019-0009.

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Abstract It is argued that educational spaces often maintain certain forms of hierarchical cultural patterns to reproduce an unequal civil society. The history and contemporary nature of Indian civil society, ridden with relations of caste and class, often interpellates its agenda of hierarchical order in the cultures of schooling. Children from marginalized communities, particularly from the Adivasi (tribal) cultures, are more vulnerable to these undercurrents, and this often results in their dispirited autonomous participation in schooling. The content and nature of the curriculum and modes of pedagogical interactions are the focal channels of its operationalization. In recent times and earlier, various forms of contestations had emerged against this dominant agenda, particularly from subaltern contexts. These took the form of democratic resistances seeking to establish democratic cultures in classrooms and schools (Apple C James, 2007; Darder et.al, 2009). Creating a sphere of this order would promise to enable children to become transformative human beings and autonomous intellectuals. Viewing the regime of education as both liberatory and oppressive (McLaren, 2009), this paper is an attempt to engage with democratic concerns in the realm of schooling in India within the relations of culture, knowledge and its politics.

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Hamdan, M. Ziad. "A Critical Analytic Discussion of Massive Curriculum Pedagogy Comparable to Holly Books-Towards ICTs Strategies." Indonesian Journal Of Educational Research and Review 4, no. 3 (December 11, 2021): 449. http://dx.doi.org/10.23887/ijerr.v4i3.41633.

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Massive curriculum pedagogies (MCPs) represent an everlasting methodological problem of schooling throughout the Common. Era. Descriptive causal-comparative/ ex-post facto research techniques and Action Developmental Approach were used to objectively comprehend the problem's realities, trace the cause-effect relations between MCPs' factors, and build effective solutions to the MCPs’ research problem. The semantic logical reasoning of results showed strong linkages among the MCPs, the Holly Books' (H.B.s) teaching and the Factory Educational Model 1800+ in sharing extensive large groups learning and instruction. Even curriculum pedagogies took from H.Bs the compulsory learning besides the massive teaching methodology. What is disturbing here is these negative pedagogies are against the welfare of learners in the Info Global Age and the wide diversity of ICTs’ sources available to schooling. Learners have by nature no identical aptitudes, priority knowledge needs, thinking and achievement speeds, timelines, and live spaces for learning and schooling. Considering the research results and the pragmatic principle of ‘nothing can respond to diversity except diversity’, the Author offered a countering strategy (“Schools without Flunking”) merited with personalized, ICTs’ based, and collaborative peers, enabling 97% of learners to achieve the studied "blend-digit" curricula.

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Burkholder, Casey, and Amelia Thorpe. "Cellphilm production as posthuman research method to explore injustice with queer youth in New Brunswick, Canada." Reconceptualizing Educational Research Methodology 10, no. 2-3 (December 30, 2019): 292–309. http://dx.doi.org/10.7577/rerm.3680.

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Posthuman research methodologies center nonhuman actors and spaces. In this paper, we argue that technological mediation is a key component in a move toward the exploration of posthuman subjectivity in research and the restructuring of dominant understandings of gender and sexualized difference. Drawing on a cellphilm (cellphone + film production) based project with queer, trans, and non-binary youth in New Brunswick, Canada, we seek to center queer stories and experiences to speak back to their erasures in school spaces and landscapes. We argue that in researching with queer, trans, and non-binary youth in the Anthropocene, cellphilm method offers us the opportunity to think critically and creatively about environments, inclusions, and queering environmental futures (Lebel, 2019) within schooling structures.

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Hess, Juliet. "Revolutionary Activism in Striated Spaces? Considering an Activist Music Education in K-12 Schooling." Action, Criticism, and Theory for Music Education 17, no. 2 (July 2018): 22–49. http://dx.doi.org/10.22176/act17.2.21.

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McGinley, Hannagh. "Book Review: Dave Cudworth Schooling and Travelling Communities: Exploring the Spaces of Educational Exclusion." Critical Social Policy 39, no. 1 (November 6, 2018): 147–49. http://dx.doi.org/10.1177/0261018318808405.

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Olusoga, Yinka. "Younger Infants in the Elementary School: Discursively Constructing the Under-Fives in Institutional Spaces and Practices." Genealogy 3, no. 3 (July 9, 2019): 37. http://dx.doi.org/10.3390/genealogy3030037.

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Expansion of state-regulation of education and care for under-fives in England has seen increasing numbers of under-fives attending primary school early years provision in the 21st century’s opening decades. However, this is not entirely novel as under-fives attending elementary school feature in numerous 19th and 20th century reports. This article examines how under-fives have been discursively constructed in three reports between 1861 and 1933. Changing conceptualizations of under-fives are reflected in these documents. Shifting discourses of schooling, child development and curriculum are deployed, adapted or silenced to frame and judge the personal, social and moral conduct of the young child and parent. This normalizing discursive gaze positions the spaces and practices of schooling as necessary interventions inculcating specific governmentally designated desirable aspects of the child. Under-fives are enmeshed in an advancing process of educational colonization that removes them from the home, coming to dominate their time and experiences as young children. Current trends towards earlier school starting ages, longer daily hours, and the forensic use of data to chart progress towards expected goals is extension of this pattern. Attending to the genealogy of the discursive rationalization of this process helps us to critique how similar contemporary policy arguments are made.

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McKinney, Carolyn. "Orientations to English in post-apartheid schooling." English Today 29, no. 1 (February 27, 2013): 22–27. http://dx.doi.org/10.1017/s0266078412000491.

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As Voloshinov has famously argued, ‘the word is the most sensitive index of social changes, and what is more, of changes still in the process of growth’ (Voloshinov, 1986: 19). Scrutiny of young people's discourses on language together with their language practices offers us a window into a society in transition, such as present-day South Africa. This article examines the language ideologies and language practices of Black youth attending previously White, now desegregated, suburban schools in South African cities, important spaces for the production of an expanding Black middle class (Soudien, 2004). Due to their resourcing during apartheid (both financial and human) previously White schools are aligned with quality education and perceived as strategic sites for the acquisition and maintenance of a prestige variety of South African English. This article looks at how mainly African girls (15–16 years) position themselves in relation to English, drawing on data collected using ethnographic approaches in four desegregated schools in South African cities: three in Johannesburg, Gauteng and one in Cape Town, Western Cape. The discussion focuses on two significant themes: English and the [re]production of race; and the place of English in young people's linguistic repertoires. My aim is to show how African youth in desegregated schools orient themselves to English and what their language ideologies and language practices might tell us about macro social processes, including the (re)constitution of race in South Africa. Schooling, as Bourdieu points out, is one of the most important sites for social reproduction and is thus also one of the key sites, ‘which imposes the legitimate forms of discourse and the idea that discourse should be recognised if and only if it conforms to the legitimate norms’ (Bourdieu, 1977: 650). However, co-present with processes of reproduction are practices that work to subvert and unsettle dominant discourses. Suburban desegregated schools are thus productive sites for the re-making of cultural practices (including language) and identities.

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Esteban-Guitart, Moises, and James Gee. "“Inside the Head and Out in the World”. An Approach to Deep Teaching and Learning." Multidisciplinary Journal of Educational Research 10, no. 1 (February 15, 2020): 1. http://dx.doi.org/10.17583/remie.2020.4868.

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In this paper, we will argue that to understand deep learningwe need to accept that such learning is profoundly tied to teachingand that it takes place in situated and distributed affinity spaces, being both teaching and learning a socio-mental processes. We shall outline what, in our view, are the key elements of deep learning. We will also describe a theoretical approach called the “Deep Teaching and Learning Model” (DTLM). How this model is developed and sustained remains a central question for future research in educational research, and we conclude by identifying some of the challenges faced by formal schooling arising from the new, modern affinity spaces that we believe now make up the present-day geography of deep learning.

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Yücel, Volkan. "House of Affection: On the Way to the School." CINEJ Cinema Journal 5, no. 2 (October 11, 2016): 156–67. http://dx.doi.org/10.5195/cinej.2016.143.

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This paper focuses on the school as a house of affection. The debate is based on the movie, “On the Way to the School” (2008) and traces the difficulties of education in the second language. How the students’ daily life is being transformed to a unified educational synthesis in the east part of Turkey? Emre (the protagonist) requires the students speak only in Turkish and tries to teach them which creates two different feeling spaces and isolated schooling with no real affection.

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Woodrow, Christine. "W(H)Ither the Early Childhood Teacher: Tensions for Early Childhood Professional Identity between the Policy Landscape and the Politics of Teacher Regulation." Contemporary Issues in Early Childhood 8, no. 3 (September 2007): 233–43. http://dx.doi.org/10.2304/ciec.2007.8.3.233.

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Over the last decade teachers, teachers' work and teacher education across all domains of education have been subject to increasing surveillance and regulation. Recent developments in the Australian regulatory context are signalling the emergence of a strengthening bifurcation between prior-to-school and schooling contexts that is forcing a narrowing construction of ‘teaching’ as work that is only undertaken in schooling contexts. This trend seems likely to have serious implications for the professional identity, status and professional preparation of early childhood teachers and the potential to reposition early childhood contexts as marginalised and non-pedagogical spaces. This article traces some recent developments in teacher regulation and locates an analysis of possible implications for the field of early childhood against a backdrop of emerging trends in the early childhood policy landscape. The emerging tensions invite questions about the potential gains and losses should the current trends become entrenched. The article concludes with a consideration of naming and framing as elements of possible action.

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Greenhalgh-Spencer, Heather. "Introduction: Western colonial expectations and counter-narratives of women and education." Policy Futures in Education 15, no. 3 (April 2017): 246–51. http://dx.doi.org/10.1177/1478210317707846.

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While there is always a risk when feminists within academia aim to foreground the experiences of women outside of the Western context, this aim is still needed given that so much scholarship and hegemonic discourse frames the Western experience as standard. This special issue presents scholarship embedded in local contexts; scholarship that relies on both large-scale studies and close qualitative work. The scholarship spotlights the voices and experiences of women outside of the Western context within educational spaces; and actively parses out and contravenes the centering of Western experience and expectations around education and schooling. This special issue is needed, especially as universities and international governmental organizations and non-governmental organizations adopt Western expectations around education; multiple nation states and regions are contracting with Western corporations and universities to provide education and schooling in developing areas. This special issue provides a balancing caution toward attention to local experience—particularly local women’s experiences—as education becomes a globally traded commodity.

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Isik-Ercan, Zeynep. "Third Spaces: Turkish Immigrants and Their Children at the Intersection of Identity, Schooling, and Culture." Diaspora, Indigenous, and Minority Education 8, no. 3 (July 3, 2014): 127–44. http://dx.doi.org/10.1080/15595692.2014.897222.

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Khalifa, Muhammad A., Deena Khalil, Tyson E. J. Marsh, and Clare Halloran. "Toward an Indigenous, Decolonizing School Leadership: A Literature Review." Educational Administration Quarterly 55, no. 4 (December 2, 2018): 571–614. http://dx.doi.org/10.1177/0013161x18809348.

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Background: The colonial origins of schooling and the implications these origins have on leadership is missing from educational leadership literature. Indeed little has been published on decolonizing and indigenous ways of leading schools. Purpose: In this article, we synthesize the literature on indigenous, decolonizing education leadership values and practices across national and international spaces that have been informed to various degrees by colonial models of schooling. Methodology: Through a review of the research and keywords including colonialism, educational leadership, indigenous communities, and decolonization, we identify two overarching themes. Findings: First, we found that the literature revealed a critique of the way in which Westernized Eurocentric schooling serves as a tool of imperialism, colonization, and control in the education of Indigenous peoples. Second, we discovered that the literature provided unique, but overlapping worldviews that situate the values and approaches enacted by Indigenous leaders throughout the globe. Within this second theme, we identify five strands of an Indigenous, Decolonizing School Leadership (IDSL) framework that can contribute to the development and reflection of school leadership scholars and practitioners. Specifically, we found that the five consistent and identifiable strands across IDSL include prioritizing Indigenous ancestral knowledge, enacting self-reflection and self-determination, connecting with and empowering the community, altruism, and spirituality as expressed through servant leadership, and inclusive communication practices. Conclusion: Based on the identified worldviews and values, we conclude by offering insights on the structure and policy of post-colonial schooling, as well as implications for the theory, research and practice needed to reclaim the co-opted contributions of Indigenous leaders in ways that decenter Western colonial approaches to leadership.

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Rogers, Theresa, Cynthia Tyson, and Elizabeth Marshall. "Living Dialogues in One Neighborhood: Moving toward Understanding across Discourses and Practices of Literacy and Schooling." Journal of Literacy Research 32, no. 1 (March 2000): 1–24. http://dx.doi.org/10.1080/10862960009548062.

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Drawing on a critical discourse perspective, we examine the “living dialogues,” or the complex interplay between discourses, in one neighborhood to recontextualize the often polarized debates about literacy instruction within education. Focusing on three children, their families, teachers, and classrooms, we argue that the creation of more inclusive school literacy practices requires a consideration of how discourses function within and across homes, communities, and schools. Thus we focus less on the merits or limits of one instructional method than on how living dialogues reflect particular and situated beliefs about language and literacy practices. Within this theoretical frame, classrooms arise as contextualized spaces where the living dialogues of unique discourse communities intersect, and where the relational discourses that shape and reflect classroom practices have the potential to open up or close down instructional spaces for children. A critical discourse perspective re-situates debates around literacy instruction and allows us to engage in complex ways with the dilemmas and possibilities of school-based literacy practices. Perhaps the most insidious and least understood form of segregation is that of the word. For if the word has the potency to revive and make us free, it has also the power to bind, imprison, and destroy. - Ralph Ellison

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Sánchez, Lenny. "Building on Young Children's Cultural Histories through Placemaking in the Classroom." Contemporary Issues in Early Childhood 12, no. 4 (January 1, 2011): 332–42. http://dx.doi.org/10.2304/ciec.2011.12.4.332.

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This article suggests placemaking as a framework to more deeply understand how teaching and learning can take into account young children's cultural histories. Placemaking, a form of analysis commonly found in land development literature, critically interprets the relationship between power, politics and the production of place. In this article, parallels are drawn between several tenets of placemaking, such as surveillance, self-definition, and a consciousness of solidarity, and the curricular spaces of a second-grade classroom as the children and their teacher participate in a biography project centered on the Harlem Renaissance. Through analysis of the class-wide inquiry, this article sheds light on the possibility for cultivating children's cultural imagination through placemaking in spite of political practices attempting to define in more narrow terms how teachers and children are to participate in the schooling spaces they inhabit.

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Chavarria, Karina. "Developing Transformative Space for Student Resistance: Latina/o Students’ Interruption of Subtractive Schooling Practices." Association of Mexican American Educators Journal 11, no. 1 (May 31, 2017): 91. http://dx.doi.org/10.24974/amae.11.330.

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Social reproduction scholars and the literature on critical race theory and student resistance contend that schools are not neutral institutions existing in a vacuum free of the political and social struggles for rights and resources (Delgado Bernal, 1998; Fine, 1991). Instead, schools can be institutions that reproduce dominant ideologies and oppressive hierarchies or arenas from which to challenge power and status-quo policies (Freire, 1970). Drawing from two years of participant observations at Hillcrest High School, this study explores how Latina/o students in collaboration with their teacher engage in transformational resistance to subtractive schooling. I document how co-leadership in the classroom between teacher and students supports the co-creation of a transformative space for critical reflection. Similar to activist groups creating spaces to cultivate youth political engagement, classrooms can be reconstructed to foster the development of students as agents of change. This article presents the process through which Latina/o students gain critical reflection of social inequalities and systems of oppression that enables them to advocate for more inclusive and just schooling practices.

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Dorner, Lisa M. "From global jobs to safe spaces: the diverse discourses that sell multilingual schooling in the USA." Current Issues in Language Planning 16, no. 1-2 (August 21, 2014): 114–31. http://dx.doi.org/10.1080/14664208.2014.947013.

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Anne Gerrard, Jessica. "Middle-class school choice in urban spaces: the economics of public schooling and globalized education reform." Discourse: Studies in the Cultural Politics of Education 39, no. 4 (July 24, 2017): 672–74. http://dx.doi.org/10.1080/01596306.2017.1358342.

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Zipin, Lew. "Middle-class school choice in urban spaces: the economics of public schooling and globalized education reform." International Studies in Sociology of Education 28, no. 1 (January 2, 2019): 84–86. http://dx.doi.org/10.1080/09620214.2018.1553623.

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Parcerisa, Lluís, and Antoni Verger. "Middle-class school choice in urban spaces: the economics of public schooling and globalized education reform." International Studies in Sociology of Education 28, no. 1 (December 3, 2018): 81–83. http://dx.doi.org/10.1080/09620214.2018.1553624.

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Keddie, Amanda. "Feminist struggles to mobilise progressive spaces within the ‘boy‐turn’ in gender equity and schooling reform." Gender and Education 22, no. 4 (July 2010): 353–68. http://dx.doi.org/10.1080/09540250903289907.

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Keddie, Amanda, and Nicole Williams. "Mobilising spaces of agency through genealogies of race and gender: issues of indigeneity, marginality and schooling." Race Ethnicity and Education 15, no. 3 (June 2012): 291–309. http://dx.doi.org/10.1080/13613324.2011.619005.

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Diaz-Kozlowski, Tanya. "The Power of Testimonio Pedagogy: Teaching Chicana Lesbian Fiction in a Chicana Feminisms Course at a Predominantly White Institution in the Midwest." Association of Mexican American Educators Journal 14, no. 2 (August 24, 2020): 124–44. http://dx.doi.org/10.24974/amae.14.2.365.

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In this essay I extend Chicana/Latina feminist pedagogies to demonstrate using testimonio pedagogy to teach Chicana lesbian fiction: Gulf Dreams and What Night Brings opened up dialogical spaces for students as pensadores to critically examine the impact of racialized gender and sexual normativity within Chicano culture. Exploring the significance of students as pensadores using testimonio pedagogy cultivates pathways of epistemic disobedience that should be understood as responses to institutional power. I suggest testimonio pedagogy mediates marginalization by breaking down the false dichotomy between students and teachers, cultivates feminist consciousness-raising, and refuses hegemonic conceptualizations of schooling.

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Bacon, Heidi R. "Creating Community Connections and Partnerships for Transformative Social Change." LEARNing Landscapes 10, no. 1 (October 1, 2016): 81–94. http://dx.doi.org/10.36510/learnland.v10i1.719.

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In this article, I share my experiences connecting with community as a high school teacher, a community literacy developer, and a teacher educator. I describe three partnerships that created conditions for transformative change, challenging boundaries of traditional schooling by providing spaces for shared knowledge and meaning making. The experiences that undergird these partnerships present a counter story to de cit discourses and narratives of school failure. They highlight possibilities for investing in our collective future and demonstrate the capacity of individuals to build community and enact learning landscapes to bring about a more socially just world.

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Gulson, Kalervo N., and Sam Sellar. "Emerging data infrastructures and the new topologies of education policy." Environment and Planning D: Society and Space 37, no. 2 (November 24, 2018): 350–66. http://dx.doi.org/10.1177/0263775818813144.

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This paper examines how datafication is creating new topologies of education policy. Specifically, we analyse how the creation of data infrastructures that enable the generation, communication and representation of digital data are changing relations of power, including both centralised and dispersed forms, and space in education. The paper uses conceptual resources from cultural topology and infrastructure studies to provide a framework for analysing spatial relations between educational data, discourses, policies and practices in new governance configurations. The paper outlines a case study of an emergent data infrastructure in Australian schooling, the National Schools Interoperability Program, to provide empirical evidence of the movement, connection and enactment of digital data across policy spaces. Key aspects of this case include the ways that data infrastructure is: (i) enabling new private and public connections across policy topologies; (ii) creating a new role for technical standards in education policy and (iii) changing the topological spaces of education governance.

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Auerbach, Susan. "“Why Do They Give the Good Classes to Some and Not to Others?” Latino Parent Narratives of Struggle in a College Access Program." Teachers College Record: The Voice of Scholarship in Education 104, no. 7 (October 2002): 1369–92. http://dx.doi.org/10.1177/016146810210400705.

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This paper examines personal narratives of struggle with schooling from working-class Latino parents whose children were in an experimental college access program at a diverse, metropolitan high school. The voices of parents of color have traditionally been silenced in schools and muted in educational research, despite their potential to shape student careers and aspirations. Drawing on narrative analysis, critical race theory, and sociocultural theory to inform data from an ethnographic case study, I discuss the role of agency and oppositional voice in parents’ stories. I delineate three narrative types that emerged in interviews and a series of parent meetings around college access issues: life stories of parents’ own struggles as students; stories of bureaucratic rebuff in parents’ encounters with staff in their children's schools; and counterstories that challenge official narratives of schooling. I argue that the sharing of such stories in free spaces is instrumental in the building of parents’ social networks, the negotiation of conflict with the school, and the formation of empowering family identities. If educators join the dialogue, such story exchange can offer insight into students’ multiple worlds and pave the way for improved family-school relations.

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A. van Es, Elizabeth, Victoria Hand, Priyanka Agarwal, and Carlos Sandoval. "Multidimensional Noticing for Equity: Theorizing Mathematics Teachers’ Systems of Noticing to Disrupt Inequities." Journal for Research in Mathematics Education 53, no. 2 (March 2022): 114–32. http://dx.doi.org/10.5951/jresematheduc-2019-0018.

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Teachers’ noticing of classroom activity shapes who is invited to participate, who is valued, and whose forms of knowing are included in mathematics classrooms. We introduce a framework for multidimensional noticing for equity that captures the stretch and expanse of teachers’ attention and sense making of the local, sociocultural, and historical aspects of mathematics classrooms. We use data from two teachers’ classrooms to illuminate how their noticing of students’ sociocultural selves, of the history of mathematics and schooling, and of students’ potential futures informs enactment of culturally sustaining instructional practice. We discuss this framework in relation to calls in mathematics education to create more equitable and affirming classroom spaces for youth.

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Purswani, Gaurav, Raunak Parashar, Hemanth N, Raja Kumar Singh, and Divya C D. "Honey Potting using Containerization Technique." Journal of Network Security Computer Networks 8, no. 2 (July 8, 2022): 46–52. http://dx.doi.org/10.46610/jonscn.2022.v08i02.004.

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In this paper, we overview the latest benefits of honeypots. Few outstanding plans and their analysis is specified. The facts related to honeypots in schooling and hybrid surroundings with the Intrusion Detection System were specified. In this paper, we specify the use of the signature approach in honeypots for visitor analysis. In this, we summarize all these features. Containerization encourages a few functions to run machine kernel that is Name spaces and control organizations. These are some Linux kernel capabilities that permit separation of process and whilst these kernel functions had been addressed one after the other with the purpose to develop lightweight, OS-level virtualization, Docker changed into evolved.

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Fairbanks, Colleen, Penny Mason Crooks, and Mary Ariail. "Becoming Something Different: Learning from Esmé." Harvard Educational Review 81, no. 1 (March 21, 2011): 1–24. http://dx.doi.org/10.17763/haer.81.1.w5h3q855757k7636.

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In this article, Fairbanks, Crooks, and Ariail followed Esmé Martinez, a Spanish-speaking Latina, from the sixth grade to the eleventh grade, focusing on her perspectives of schooling and her shifting identities related to home, school, friendships, and future. Drawing on the construct of artifacts, a sociohistorical concept that understands skills, practices, and the means of putting them to use in social spaces, they detail Esmé's school history, the ways she was positioned there, and the resources she used to respond and reposition herself. This examination offers a long-term profile of the complex interactions that school entails and a nuanced reflection on agency within institutional constraints.

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Journal articles on the topic 'Schooling spaces'

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