Self-critical appropriation: An assessment of Bauman’s view of education in liquid modernity

Sarid, Ariel

doi:10.1080/00131857.2016.1248337

Cited by 7 publications

(13 citation statements)

References 23 publications

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“…Instruction and learning are tailored to suit the needs of each individual, who must regulate their own life in order to nurture their own unique skills and talents. A more personalised learning setting, which can be delivered by PT, is expected to ensure that pupils’ education is designed to help them meet their potential and particular needs (Sarid, ).…”

Section: Pupils’ Pt Experience and Perception Of School Teachersmentioning

confidence: 99%

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Addi‐Raccah

2019

British Educational Res J

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Private tutoring (PT) is a widespread educational phenomenon that blurs the conceptual boundaries of public and private education and can affect the formal school system and teachers’ work. This study examined whether participation in PT and the estimation of private tutors’ contributions are related to pupils’ attitudes towards teachers’ effectiveness. Based on a questionnaire administered to all pupils (n = 855) from Grades 7 to 10 from one secondary school located in an affluent area at the centre of Israel (respondence rate, 83.2%), it was found that overall, there were few differences in students’ attitudes between participants in PT compared to those who did not participate in PT. However, among those who participate in PT, their attitudes towards school teachers are related to the distinction between the academic and social‐affective contribution of private tutors. When PT is related to academic spheres, it enhances positive attitudes towards school teachers and when PT is related to socio‐affective aspects, it increases criticism. The findings highlight the complex interactions of PT with mainstream education and emphasise the challenges school teachers face in view of the trend for more personalised learning approaches.

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Section: Pupils’ Pt Experience and Perception Of School Teachersmentioning

confidence: 99%

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Addi‐Raccah

2019

British Educational Res J

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“…Also, Sarid (2017) argues, that individual responsibility in an age of constant change becomes important. As such, there are elements of reembedding or, perhaps, as Beck, Giddens and Lash (1994) suggest, reflexive modernity.…”

Section: Conceptual Insight: Liquid Modernity and Bauman's View On Knmentioning

confidence: 99%

“…Thus, against a backdrop of fragmentation, individuals must make choices, which forces individuals to re-engage with their own frames of reference and, importantly, their own prior knowledge and values to invigorate their own agency. Consequently, an alternative reading of Bauman's work, in line with that of Sarid (2017), suggests that prior or core knowledge is vitally important, but that individuals must be receptive to adapting knowledge and acquiring new thinking. This is supported by Savin-Baden (2007)…”

Section: Conceptual Insight: Liquid Modernity and Bauman's View On Knmentioning

confidence: 99%

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A liquid profession: An ecological approach to the theory and knowledge that underpin the practice of public relations

Roberts-Bowman¹,

Hendy

2019

Public Relations Inquiry

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This is a conceptual essay that explores the concept of knowledge as it relates to public relations (PR). It suggests an ecological knowledge architecture as a lens through which to understand the theories and concepts that support practice. It does so by drawing on the work of Zygmunt Bauman and his reflections on liquid modernity to inform and shape thinking and uses it as a thread to help synthesise scholarship from knowledge, competency and career scholarship and debates around professionalisation. It argues that by subdividing knowledge into explanatory, interventionist and practice principles greater clarity can be given to the know-how (functional skills) and know-that (theoretical knowledge) of PR. In addition, by overlaying a postmodernist and liquid concept to this tripartite division of knowledge, PR can be well placed to take advantage of the change in careers and capabilities necessary for work in the 21st century.

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“…This is especially the case in educational theory. As I already noted in relation to Bauman's work (Sarid, 2017), 'education' must presuppose a modernist orientation of some sort, unless one is committed to a radically new-and I believe confused-notion of education. For reasons I cannot expand upon here, I see no other 'positive' alternative to (reconstructive) modernity for educational theorizing.…”

mentioning

confidence: 93%

The dual-impulse of modernity

Sarid

2018

Educational Philosophy and Theory

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Self-critical appropriation: An assessment of Bauman’s view of education in liquid modernity

Cited by 7 publications

References 23 publications

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

Private tutoring in a high socio‐economic secondary school in Israel and pupils’ attitudes towards school learning: A double‐edged sword phenomenon

A liquid profession: An ecological approach to the theory and knowledge that underpin the practice of public relations

The dual-impulse of modernity

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