Pupil mortification: digital photography and identity construction in classroom assessment
In: British journal of sociology of education, Band 33, Heft 6, S. 893-911
ISSN: 1465-3346
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In: British journal of sociology of education, Band 33, Heft 6, S. 893-911
ISSN: 1465-3346
In: Social identities: journal for the study of race, nation and culture, Band 26, Heft 3, S. 314-329
ISSN: 1363-0296
In: Social identities: journal for the study of race, nation and culture, Band 26, Heft 3, S. 287-297
ISSN: 1363-0296
In: Social identities: journal for the study of race, nation and culture, Band 26, Heft 3, S. 298-313
ISSN: 1363-0296
In: British journal of sociology of education, Band 37, Heft 1, S. 149-168
ISSN: 1465-3346
In: Social identities: journal for the study of race, nation and culture, Band 26, Heft 3, S. 361-375
ISSN: 1363-0296
In: Sociology: the journal of the British Sociological Association, Band 54, Heft 6, S. 1122-1140
ISSN: 1469-8684
The rise of different nationalisms in an increasingly unequal and neoliberal world makes predictions about the dawn of a post-national, global society seem both incongruous and fraught with Eurocentric occlusions. In response, we present a postcolonial analysis of research into Muslim youth narratives of nation in Northern Nigeria. This highlights the continued significance of nation for youth as well as the historical fractures – both internal and external – that infused their identity narratives. We further show the entanglement of nation and religion in youth imaginaries, and their anti-colonial ambivalences, notably with respect to gender reforms. Our analysis calls for a sociology of nation that goes beyond a modern framing and instead attends to the agonistic affective relations through which national imaginaries are constructed; the historical sutures that were intrinsic to the creation of postcolonial nations and their enduring persistence as points of fracture.
In: Social identities: journal for the study of race, nation and culture, Band 26, Heft 3, S. 376-387
ISSN: 1363-0296
In: Social identities: journal for the study of race, nation and culture, Band 26, Heft 3, S. 345-360
ISSN: 1363-0296
In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same global drivers to examine educational policies of each country. However, depending each national context, these drivers are framed in considerably different ways. This raises questions about (1) their comparability at a global level and (2) the universality of the PhD. Also we find that this global-local nexus reveals unresolved tensions within the national doctoral educational frameworks.
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In: Andres , L , Bengtsen , S S , Castano , L D P G , Crossouard , B , Keefer , J & Pyhältö , K 2015 , ' Drivers and Interpretations of Doctoral Education Today: National Comparisons ' , Frontline Learning Research , vol. 3 , no. 3 , 1 , pp. 5-22 . https://doi.org/10.14786/flr.v3i3.177
In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral education within a given national context. This paper is frontline in that it contributes to the literature on doctoral education by examining the ways in which these global trends and drivers are being taken up in policies and practices by various countries. We do so by comparing recent changes in each of the following countries: Canada, Colombia, Denmark, Finland, the UK, and the USA. Each country case is based on national education policies, policy reports on doctoral education (e.g., OECD and EU policy texts), and related materials. We use the same global drivers to examine educational policies of each country. However, depending each national context, these drivers are framed in considerably different ways. This raises questions about (1) their comparability at a global level and (2) the universality of the PhD. Also we find that this global-local nexus reveals unresolved tensions within the national doctoral educational frameworks.
BASE