Search results for: Gewirtz Sharon
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In this article the authors draw upon 14 semi-structured interviews with the participants in a teacher-researcher project on the theme of 'ensuring African Caribbean attainment'. The aim of shedding light on the purposes, processes and lived experiences of teacher research in a difficult and contentious intellectual and practical domain. In the second half of the article the authors analyse the challenges and the rewards of participating in the project, including the challenges of facilitating teacher research. The authors also review the key implications of the research for policy and practice.
Updated: Jan. 12, 2010
Unpacking Autonomy and Control in Education: some conceptual and normative groundwork for a comparative analysis
The purpose of this article is to make a contribution to the first two of these tasks which are relatively neglected in the education research literature. The authors begin by unpacking some conceptual complexities involved in debating issues of autonomy and control, distinguishing between three dimensions of autonomy-control: loci and modes of autonomy, domains of autonomy-control and loci and modes of control.
Updated: Jun. 02, 2008
If we are to fully understand and adequately respond to the multicultural question in European education, it is necessary to develop rich empirical descriptions and theoretically rigorous explanations of policy processes and effects. For example, we need to be able to characterise and explain the differentiated ways in which education policies and practices do or do not recognise, support or undermine diverse cultural identities and do or do not reproduce various kinds of educational and social inequality.
Updated: Mar. 23, 2008