Doing good? Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement

Edling, Silvia; Frelin, Anneli

doi:10.1080/13540602.2013.770234

Cited by 28 publications

(18 citation statements)

References 18 publications

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“…This often creates dilemmas which they then have to address (cf. Clark, Dyson, & Millward, 2000;Edling & Frelin, 2013;Fransson & Grannäs, 2012;Wang, Odell, Klecka, Spalding, & Lin, 2010). The implication is that whatever they do, they will end up as failures in the sense of being unable to embrace the multitude of requirements at the same time.…”

Section: Stereotypes In Relation To Task and Relational Complexity: Wmentioning

confidence: 93%

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Edling¹

2014

Journal of Curriculum Studies

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Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence SILVIA EDLING The paper highlights four tendencies in the media reporting of teachers and education: (a) recurring patterns of defining education in crisis, (b) mantling responsibility as exterior spokespersons for education and teachers, (c) excluding teachers' and educational researchers' knowledge and experiences in the media and (d) simplifying the notion of a good and bad teacher through stereotypes and dualistic frameworks that overlook task and relational complexity. In this paper, I explore how the simplifications of teachers and education that are often presented in the media can be interpreted as structural violence. In the light of these tendencies, research on structural violence helps to remind us that: (a) teachers are unwillingly forced into a paradoxical (in)visibility, (b) they are squeezed in-between two pressuring external demands, namely the complexities in their professional assignment that are politically steered and stereotypes of the good and bad teacher produced by, in this case, the media, (c) they risk wasting time and energy on addressing prejudices that have nothing to do with the specific work they are expected to do and (d) the logic of binary stereotypes is a power issue that brands teachers into a position of permanent failure.

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Section: Stereotypes In Relation To Task and Relational Complexity: Wmentioning

confidence: 93%

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Edling¹

2014

Journal of Curriculum Studies

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“…The fuzziness is created with concepts such as "the school should". Moreover, it is vital to point out that the responsibility presented is about accountability and does not involve moral dimensions of responsibility which have been discussed in other contexts (Edling & Frelin, 2013).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education

Edling¹,

Francia²

2017

Education Sciences and Society

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In the Convention of the right of the Child (CRC) it is stated that all children should be protected from all kinds of violence. However war, social conflicts and climatic catastrophes have placed immigrant children at risk to object for violence. The purpose of this paper is to study how Sweden politically advice actors within the educational field to approach newly arrived pupils in education by placing it in relation to research about violence. What is particularly payed attention to in the policy document is need to oppose the following risks: b) being in risk of exclusion, c) facing perceptions of assimilation, and f) a lack of clear responsibilities amongst the actors assisting the immigrant children. A fuzziness of responsibilities is at time created with concepts such as "the school should". Education for the Other is the most dominant strategy emphasizing that the newly arrived child's needs in education should be recognized as well as the importance to distribute what is lacking to promote the pupil's development. The advices do not say anything about the content of knowledge required amongst various actors in order to do analysis of processes. [1170]

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“…Furthermore, a distinction is sometimes made between the broad and holistic approach, and the narrow, atomistic approach to social justice (Englund 1986). The narrow approach has been criticised (Edling 2015;De los Reyes and Martinsson 2005;Edling and Frelin 2013;Kumashiro 2002;Lloyd 1983) for:…”

Section: Conceptualisations Of Social Justicementioning

confidence: 99%

Ontologising social justice in decolonised and post-apartheid settings

Ntshoe

2020

SAJHE

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One topical issue in South Africa since the 1994 democratic elections is how a socially just higher education may be advanced in the context of the decolonial demand for the recognition of diverse epistemologies in the curriculum. The challenge since 1994 however has been what social justice means in the decolonial and post-apartheid settings where injustices continue to be perpetrated on the basis of race, albeit covertly. This article examines African and South African epistemologies and ontologies of social justice, in the context of decoloniality and curricula transformation in higher education, that became more pronounced through the #Feesmustfall protests in 2015. I argue that while social justice occurs within particular historical and political contexts, it is necessary to discern some ontologies of social justice that are not necessarily reducible to contexts. Use is made of Realist (R), Critical Realist (CR) and Race Realist Theory (RRT) perspective to unpack paradoxical constructions of social justice in post-colonial and postapartheid South Africa.

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Doing good? Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement

Cited by 28 publications

References 18 publications

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence

Newly arrived pupils and violence: A CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education

Ontologising social justice in decolonised and post-apartheid settings

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