| Автор | Jackson* , Ian |
| Дата выпуска | 1991 |
| dc.description | AbstractResearch into the concerns of teachers during their training and throughout the early years of professional life (Fuller, 1969; McCahon and Carpenter, 1987) identifies discipline and classroom control as issues of major importance for teacher education. While conventional wisdom and the self‐representation of teacher education programs regard the source of teachers' knowledge about management and control to inhere in those received educational psychologies, sociologies, and philosophies which inform teacher training programs, the role of an everyday, commonplace pragmatics of teacher authority has not received the detailed scrutiny it warrants (see esp. Hatton, 1988).Among the many influences that mould the public image of children and childhood a critical but neglected force is that of the press. The present research examines the press as a source of everyday conceptualizations of children and childhood through a study of underlying themes in its representations of the child. Drawing on three data sets (The Sydney Gazette, The Sydney [Morning] Herald, and The Townsville Daily Bulletin) evidence is presented to reveal a consistent fragmentation of the concepts ‘children’ and ‘childhood’. It is argued that this conceptual fragmentation is a destabilizing force which, by unstated default, invests the teacher with an informally founded but substantial power source.The utterance of the simplest expression is an intervention in the world, more or less effective, more or less endowed with institutional authority.John B. Thompson (1984) Studies in the Theory of Ideology, Cambridge: Polity Press, p.131.... the text's career escapes the finite horizon lived by its author. What the text says now matters more than what the author meant to say, and every exegesis unfolds its procedures within the circumference of a meaning that has broken its moorings to the psychology of its author.Paul Ricoeur (1981) Hermeneutics and the Human Sciences: Essays on Language, Action and Interpretation. Cambridge: Cambridge University Press, p.201.* I wish to acknowledge the guidance of Discourse referees on an earlier version of this paper. |
| Формат | application.pdf |
| Издатель | Taylor & Francis Group |
| Копирайт | Copyright Taylor and Francis Group, LLC |
| Название | A COMMONPLACE MODEL OF TEACHER AUTHORITY: The Fragmentation of ‘Children’ and ‘Childhood’ in Public Discourse |
| Тип | research-article |
| DOI | 10.1080/0159630910120102 |
| Electronic ISSN | 1469-3739 |
| Print ISSN | 0159-6306 |
| Журнал | Discourse: Studies in the Cultural Politics of Education |
| Том | 12 |
| Первая страница | 24 |
| Последняя страница | 43 |
| Аффилиация | Jackson* , Ian; James Cook University of North Queensland |
| Выпуск | 1 |
| Библиографическая ссылка | Aries, P. 1962. Centuries of Childhood, Harmondsworth, Mddx: Penguin Books. |
| Библиографическая ссылка | Baker, C and Freebody, P. 1989. Children's First School Books, Oxford: Basil Blackwell. |
| Библиографическая ссылка | Burns, A. and Goodnow, J. 1985. Children and Families in Australia, Sydney: Allen & Unwin. (2nd ed.) |
| Библиографическая ссылка | DeMause, L., ed. 1974. The History of Childhood, London: Souvenir Press. |
| Библиографическая ссылка | Edwards, A. 1980. “Patterns of power and authority in classroom talk”. In Teacher Strategies: Explorations in the Sociology of the School, Edited by: Woods, P. London: Croom Helm. |
| Библиографическая ссылка | Foucault, M. 1977. Discipline and Punish: The Birth of the Prison, London: Allen Lane. |
| Библиографическая ссылка | Foucault, M. 1980. Power/Knowledge: Selected Interviews and Other Writings, New York: Pantheon Books. |
| Библиографическая ссылка | Foucault, M. 1981. The History of Sexuality, Harmondsworth, Mddx: Penguin Books. |
| Библиографическая ссылка | Freebody, P. and Baker, C. 1985. Children's first school books: Introduction to the culture of literacy. Harvard Educational Review, 55: 381–395. |
| Библиографическая ссылка | Fuller, F. 1969. Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6: 207–226. |
| Библиографическая ссылка | Hatton, E. 1988. Teachers’ work as bricolage: Implications for teacher education. British Journal of Sociology of Education, 9: 337–357. |
| Библиографическая ссылка | Hull, C.L. 1934a. The concept of the habit‐family hierarchy and maze learning. Part I. Psychological Review, 41: 33–54. |
| Библиографическая ссылка | Hull, C.L. 1934b. The concept of the habit‐family hierarchy and maze learning. Part II. Psychological Review, 41: 134–152. |
| Библиографическая ссылка | Jencks, C. 1982. “Introduction: Constituting the child”. In The Sociology of Childhood: Essential Readings, Edited by: Jencks, C. London: Batsford. |
| Библиографическая ссылка | Luke, C. 1989. Pedagogy, printing and protestantism, Albany: State University of New York Press. |
| Библиографическая ссылка | Mayer, H. 1964. The press in Australia, Melbourne: Lansdown. |
| Библиографическая ссылка | McCahon, K. and Carpenter, P. 1987. The induction of beginning secondary teachers. South Pacific Journal of Teacher Education, 15: 27–35. |
| Библиографическая ссылка | Mackay, R.W. 1974. “Conceptions of children and models of socialization”. In Ethnomethodology, Edited by: Turner, R. 180–195. Harmondsworth, Mddx.: Penguin Books. |
| Библиографическая ссылка | Popkewitz, T. and Pitman, A. 1986. The idea of progress and the legitimation of state agendas: American proposals for school reform. Curriculum and Teaching, 1: 11–23. |
| Библиографическая ссылка | Ricoeur, P. 1981. Hermeneutics and the Human Sciences: Essays on Language, Action and Interpretation, Cambridge: Cambridge University Press. |
| Библиографическая ссылка | Rose, N. 1988. Calculable minds and manageable individuals. History of the Human Sciences, 1: 179–200. |
| Библиографическая ссылка | Sacks, H. 1974. “On the analyzability of stories by children”. In Ethomethodology, Edited by: Turner, R. Harmondsworth, Mddx.: Penguin Books. |
| Библиографическая ссылка | Saussure, F. de. 1974. Course in General Linguistics, London: Fontana. |
| Библиографическая ссылка | Sharpley, C. 1984. Implicit rewards as reinforcers and extinguishers. Journal of Experimental Child Psychology, 37: 31–40. |
| Библиографическая ссылка | Steedman, C, Urwin, C and Walkerdine, V., eds. 1985. Language, Gender and Childhood, London: Routledge & Kegan Paul. |
| Библиографическая ссылка | Thompson, J.B. 1984. Studies in the Theory of Ideology, Cambridge: Polity Press. |
| Библиографическая ссылка | Vygotsky, L.S. 1978. Mind in Society, Cambridge, Mass.: Harvard University Press. |
| Библиографическая ссылка | Walker, R. 1976. The newspaper press in New South Wales, 1803‐1920, Parramatta, NSW: Sydney University Press. |
| Библиографическая ссылка | Walkerdine, V. 1988. The Mastery of Reason, London: Routledge. |
| Библиографическая ссылка | Windschuttle, K. 1984. The media, Ringwood, Vic: Penguin Books Ltd. |
