Disciplinarity and normative education

Strandbrink, Peter

doi:10.1080/00131857.2017.1343113

Cited by 5 publications

(3 citation statements)

References 27 publications

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“…To facilitate a comprehensive analysis of these reasons, we present a theoretical framework for researching a shortage of male teachers. This framework is necessarily interdisciplinary, as such an approach is believed to provide a superior epistemological format to examine complex educational and social phenomena and to articulate multidimensional accounts (Strandbrink, 2017). Drawing upon research across several disciplines (including cognitive science, network research, political science, and sociology), we analyze the need for male teachers at four levels: the child, the classroom, the organization, and broader society.…”

Section: Toward An Interdisciplinary and Multileveled Theoretical Framentioning

confidence: 99%

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

McGrath

Moosa

Bergen

et al. 2019

The Journal of Men’s Studies

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In this article, four researchers from Australia and South Africa consider why it is important for primary schools to include both male and female teachers. The authors refute previous calls directed by public and political discourse, for male teachers to enhance boy’s educational outcomes or to act as role models or father figures. Instead, the authors present a theoretical framework that justifies calls for male teachers at four levels: the child level, the classroom level, the organizational level, and the societal level. While complex barriers may continue to limit male teacher representation, the authors hope that this interdisciplinary framework might stimulate further international scholarly discussions about the interactions between teacher-gender, education, and culture.

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Section: Toward An Interdisciplinary and Multileveled Theoretical Framentioning

confidence: 99%

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

McGrath

Moosa

Bergen

et al. 2019

The Journal of Men’s Studies

View full text Add to dashboard Cite

show abstract

“…The theoretical and methodological basis of this investigation is studying of key characteristics of the educational system in modern society [1][2][3][4], of the social and philosophical aspects of the problems of tolerance in the educational space [5][6]. The methodological basis of the study includes an analysis of the Federal State Educational Standard of Higher Education in the field of education and the strategy of scientific and technological development of the Russian Federation [7][8][9].…”

Section: Methodsmentioning

confidence: 99%

Development of Humanitarian Values in Competence-Oriented Educational Model

et al. 2018

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Changes in modern education, as a rule, are associated with changes that occur in various social spheres. The society in its current state has acquired a flexible structure, takes into account the needs and desires of the individual, which realizes the freedom of choice. Modern people need skills of cultural communication and a certain amount of knowledge about the world, but their significance is pretty limited. This leads to the investigation of current problems of forming and development of humanitarian values in the competence-oriented educational model in this article. The main problem is that education becomes an algorithm, a set of instructions for performing a certain action. Today this problem is felt not only by humanities researchers but also by those natural scientists that are engaged in fundamental theoretical research. The investigation of the problem of values in the modern competency-oriented model of education allows one to understand education as a cultural and historical form of the creation and development of essential human forces, actualizes the search for new, humanitarian-anthropological, methodological and theoretical guidelines that would make it possible to fully take into account the personal potential of student in the educational process.

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“…To promote belonging and inclusion, it is necessary to further delve into the normative forces in higher education that effectively define what a "good student" looks like and how a "good student" behaves or succeeds. The normative nature can simultaneously crowd out and make hypervisible diverse identities (Reddy, 1998), predisposing the ends and processes of teaching and learning, and structuring the nature of the academic disciplines (Jantsch, 1972;Strandbrink, 2018). This combination of normativity and predispositionality is antithetical to an authentic sense of belonging and inclusion.…”

mentioning

confidence: 99%

Transformative Praxis

Price,

Smith,

Fox

2023

JoTLT

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Drawing on transformative, critical, and culturally responsive and sustaining traditions of pedagogy and instructional design, we present a technology-focused framework for decentering normative forces along the lines of race, ethnicity, class, language, religion, ability, sex, and gender in online higher education learning spaces that honors each participant for who they are with respect to their identity markers and their intersectional community memberships to promote inclusion and belonging. These normative forces—which simultaneously crowd out and make hypervisible diverse identities—predispose the ends and processes of teaching and learning and structure the nature of academic disciplines. This is particularly apparent online where engagement is decoupled from traditional anchors of relationships and influenced by difference-blind neoliberal perspectives. In response, we provide a framework for inclusion and belonging along two vectors. The first vector is a critical design process inspired by backward design principles: inquiring, translating, activating, and reflecting. The second is a set of inclusive considerations grounded in culturally relevant and responsive pedagogy and the Universal Design for Learning framework: asset-based frames, authentic multiple modes, and mixed mirrors and windows. This process includes an opportunity to interrogate the role of technology as a mediator of learning and teaching for belonging. We further assert that the instructor also needs to engage in identity work to interrogate their positionality in online environments with respect to not only observable and cultural identity markers but also academic disciplinary identity. To illustrate our framework, we provide reflections on the design and enactment of online and technology-rich activity structures that promote inclusion and belonging.

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Disciplinarity and normative education

Cited by 5 publications

References 27 publications

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

The Plight of the Male Teacher: An Interdisciplinary and Multileveled Theoretical Framework for Researching a Shortage of Male Teachers

Development of Humanitarian Values in Competence-Oriented Educational Model

Transformative Praxis

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