<abstract xml:lang="en"><title style='display:none'>Negative impacts of high-stakes testing</title>High-stakes testing is not a new phenomenon in education. It has become part of the education system in many countries. These tests affect the school systems, teachers, students, politicians and parents, whether that is in a positive or negative sense. High-stakes testing is associated with concepts such as a school's accountability, funding and parental choice of school. The study aims to explain high-stakes testing, how it is created and developed in selected countries and look at the negative impacts of tests on various actors within this relationship.</abstract>

Negative impacts of high-stakes testing

<abstract>
<title style='display:none'>Abstract</title>
The purpose is to briefly summarize forty years of research on the learner outcomes of the modern homeschooling movement and address whether educators should be promoting home education. Studies show that homeschooling (home education) is generally associated with positive learner outcomes. On average, the home educated perform better than their institutional school peers in terms of academic achievement, social, emotional, and psychological development, and success into adulthood (including university). Certain pedagogical and familial elements that are systemic to freely chosen parent-led home-based private education homeschooling are may be the keys to the overall better performance and development of most children – not only the home educated – and into their lives as adults. If this is true, should professional educators be promoting homeschooling rather than criticizing it or trying to inhibit its growth? Are there certain categories of families for whom home education would not be a good idea? Is home education a pedagogical choice and approach about which educators should be skeptical and antagonistic or from which they can learn, be better informed about the needs and successes of students, and support according to the findings of empirical evidence?
</abstract>

Should educators promote homeschooling? Worldwide growth and learner outcomes

<abstract><title style='display:none'>Abstract</title> Drawing on the traditions of critical pedagogy from Paulo Freire and Henry Giroux to recent critical research developed in the Journal of Pedagogy, this study explores how a particular case of curriculum reform in the US is entangled with racial neoliberalism and paranoia.</abstract>

Pedagogy against the state: The ban on ethnic studies in Arizona

<abstract xml:lang="en"><title style='display:none'>State Education as High-Yield Investment: Human Capital Theory in European Policy Discourse</title>Human Capital Theory has been an increasingly important phenomenon in economic thought over the last 50 years. The central role it affords to education has become even more marked in recent years as the concept of the ‘knowledge economy’ has become a global concern. In this paper, the prevalence of Human Capital Theory within European educational policy discourse is explored. The paper examines a selection of policy documents from a number of disparate European national contexts and considers the extent to which the ideas of Human Capital Theory can be seen to be influential. In the second part of the paper, the implications of Human Capital Theory for education are considered, with a particular focus on the possible ramifications at a time of economic austerity. In problematizing Human Capital Theory, the paper argues that it risks offering a diminished view of the person, a diminished view of education, but that with its sole focus on economic goals leaves room for educationists and others to argue for the educational, social, and moral values it ignores, and for the conception of the good life and good society it fails to mention.</abstract>

State Education as High-Yield Investment: Human Capital Theory in European Policy Discourse

Cultures of More and Less Successful Schools

<abstract><title style='display:none'>Abstract</title> This paper is a response to the growing acceptance that dialogic teaching/ learning focusing on the role of intersubjectivity in developing knowledge and reasoning, particularly when this intersubjectivity is mediated and maintained by means of language is an appropriate reaction to the weaknesses of direct instruction within the Vygotskian framework. In this paper, the theoretical background of dialogic teaching/learning inspired by Vygotsky’s cultural-historical theory is elaborated to discuss the crucial elements of the way in which the theoretical relevance of this stance in education has evolved from Vygotsky’s theory.</abstract>

On the relevancy of using Vygotsky’s theoretical framework to legitimize dialogic teaching/learning

<abstract>
<title style='display:none'>Abstract</title>
The paper deals with the work of the Czech children’s author Jaroslav Foglar from a gender perspective, reflecting on two themes in particular: the absence of heroines; and his understanding of boys’ reciprocity and friendship with the adoration of physicality. The impetus for this analysis was data from a questionnaire survey, the aim of which was to determine which aspects of Jaroslav Foglar’s work are most appreciated by readers and which they think apply to real life. The quantitative analysis of the data (n=1174) did not reveal any statistically significant differences in the men’s and women’s responses; however, the qualitative analysis of the open-ended statements is illustrative of the underrepresentation of girls among literary heroes. The diverse ways in which Foglar’s work captures friendships between boys allow even today’s readers to expand their perceptions of masculinity beyond traditionally defined boundaries.
</abstract>

Informal education for boys only? The theme of gender in the work of Jaroslav Foglar

<abstract>
<title style='display:none'>Abstract</title>
The instrumentality and standardization of education may be important for functioning in contemporary societies. However, reducing education to measurable competencies may result in the loss of human value. Indeed, education becomes real when it relates to the reality of individuals. Existentialist education focuses on students’ freedom and agency; however, it is criticized for not having coherent and convincing educational guides. This analytical comparison paper argues that the premises of Existentialism and the components of metacognition may interact. While metacognitive awareness and thinking for essence lays the ground for individuality and autonomy, metacognitive knowledge relates to self-knowledge and not accepting ready-made concepts through self-questioning and dialogic encounters. Also, metacognitive experiences might mimic existential crises where individuals engage in highly conscious thinking during which metacognitive knowledge and regulation simultaneously help the individual deal with failure or anxiety. During such experiences, metacognitive regulation might facilitate individuals’ free choices and responsible engagement when building the self or handling difficulties. In this sense, enhancing metacognition may help individuals’ transition to the existing phase by building adequate self-knowledge and regulating thinking. This paper, finally, describes a set of pedagogies for fostering metacognition that could potentially facilitate existential attitudes or behaviors in mainstream classrooms.
</abstract>

Metacognition’s potential for Existentialism in classrooms

<abstract>
<title style='display:none'>Abstract</title>
Despite the progress in education in recent years, the marginalization of students identified as having special educational needs (SEN) persists. Students characterized as having SEN is one of the factors that could change the status quo and lead to greater inclusion. The current research project adopted a mixed methodology to investigate this possibility. The research was conducted in five secondary schools in Cyprus, and 138 people participated. As the research is now complete, we can conclude that carers of students characterized as having SEN can act as mentors of both SEN children and non-SEN childrens
</abstract>

Carers as mentors in inclusion: The case of Cyprus

<abstract>
<title style='display:none'>Abstract</title>
By complying with their “job”, i.e., completing the tasks set for them by teachers, pupils develop their subject skills. They do this in a classroom setting where they can perceive each other regarding their abilities. Besides content learning, pupils, thus, also have to position themselves emotionally and action-practically towards the content-based tasks in the class context. Which corresponding reaction patterns are observable is an open research question, especially concerning the comparison between pupils taught curriculum-accordantly and those with special educational needs in learning (SEN-L) when educated in inclusive classrooms. Therefore, for this preliminary study, twenty semi-structured interviews were examined, in which the pupils were asked about what and how they had learned in the previous lessons. Data analyses were carried out using a mixed-methods approach. Distinct positioning patterns could be reconstructed, which were not strictly linked to the pupils’ level of content understanding. Furthermore, there were no significant differences between the positioning patterns of pupils with and without SEN-L, which could also be due to the comprehensive use of differentiated instruction methods in the respective lessons. In about half of the interviews, reaction patterns emerged that indicated superficially compliant participation in class but inward distancing.
</abstract>

Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements

<abstract>
<title style='display:none'>Abstract</title>
This research aims to explore how school principals determine whether they have low-performing teachers among their staff. Semi-structured interviews were conducted with 24 principals in Chilean public schools. The qualitative research entailed an inductive approach, along with an interview methodology and content analysis to investigate the research questions. Principals rely on three main sources of information to identify low performing teachers: classroom observations carried out by principals and senior leaders, parents’ complaints and students’ comments. However, there is no single common approach for identifying low-performing teachers, even within the same school district. This study is the first to report on low-performing teachers in Chile from the perspective of school principals.
</abstract>

How principals identify low-performing teachers in public schools? Evidence from Chile

<abstract>
<title style='display:none'>Abstract</title>
Generativity, manifested through interest in and commitment to the development of future generations, is a relevant dimension of teaching culture.
<italic>Objective:</italic> To characterize the personal and professional development manifested by educators working in rural schools in Chile.
<italic>Method:</italic> An interpretative-qualitative approach was adopted, based on an exploratory, cross-sectional and non-experimental design. The purposive sample consisted of 18 educators with an average age of 60 and with 33 years of professional experience in rural schools in the Metropolitan, Araucanía and Los Ríos regions (Chile). For the data collection, in-depth interviews were conducted from a narrative-generative perspective. The narratives were analyzed by means of content analysis.
<italic>Results:</italic> Four categories were identified relating to generativity: significant life experiences, pedagogical dimensions of generative development, generative-expansive adulthood and personal formation. The implications of generativity for teaching practice and the way in which it shapes the educational legacy that transcends school space and time are discussed.
</abstract>

What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach

<abstract><title style='display:none'>Abstract</title> The field of early childhood education is increasingly dominated by a strongly positivistic and regulatory discourse, the story of quality and high returns, which has spread from its local origins in the favourable environment provided by a global regime of neoliberalism. But though dominant, this is not the only discourse in early childhood education, there are alternatives that are varied, vibrant and vocal; not silenced but readily heard by those who listen and forming a resistance movement. The article argues that this movement needs to confront a number of questions. Do its members want to influence and shape policy and practice? If so, what might a transformed and commensurate policy and practice look like? What are the possibilities that such transformation might be achieved, especially given the apparent unassailability of the current dominant discourse, and the force of the power relations that have enabled this discourse, local in origin and parochial in outlook, to aspire to global hegemony? And if such transformation were to occur, is it possible to avoid simply replacing one dominant discourse with another? Some partial and provisional answers are offered to these questions.</abstract>

Power and resistance in early childhood education: From dominant discourse to democratic experimentalism

<abstract><title style='display:none'>ABSTRACT</title><italic/>Departing from Michel Foucault’s concept of governmentality, the focus of this article is the introduction of entrepreneurial education in Swedish education policy at the turn of the millennium. We analyze the various meanings attached to the concepts of “entrepreneur” and “entrepreneurship” in education policy documents, as well as the main arguments for introducing entrepreneurial education. In policy documents, the “entrepreneur” is portrayed as being flexible, creative, enterprising and independent, as having the ability to take initiative, solve problems and make decisions. Here, there is an emphasis made on economical utility, and its priority over other values. With an increasing mobilization of entrepreneurship in school, previous pedagogical and educational doctrines - focusing on equality, universalism and redistribution - are challenged. Other visions, stating other educational purposes and goals emerge. In the vision of the entrepreneurial school, it becomes logical and natural to emphasize the value education has for the economic system. In conclusion, entrepreneurial education may be seen as a particular kind of governmentality, connecting students and their subjectivity to the rationality of the market - fostering subjects in line with the imperatives of the “advances liberal society”.</abstract>

Linköping University Philosophical Faculty Department of Social and Welfare Studies Holmentorget 10 Norrköping 601 74 Sweden

Stockholm University Faculty of Social Sciences Department of E ducation Frescativägen 54 Stockholm 106 91 Sweden

Schooling entrepreneurs: Entrepreneurship, governmentality and education policy in Sweden at the turn of the millennium

<abstract xml:lang="en"><title style='display:none'>Lunch Time at the Child Care Centre: Neoliberal Assemblages in Early Childhood Education</title>In this article we interrogate neoliberal assemblages within the context of eating and feeding practices in early childhood education. We consider how neoliberal assemblages are enacted and created through multiple linkages between micro and macro regulations and policies, and everyday food routines. We attend to the embodied intensities, desires and affects that accompany these neoliberal formations. In particular, we are interested in making visible entanglements between particular situated neoliberal assemblages and racialization and neocolonialism. In our analysis, we consider how eating and food routines, situated within Inuit early childhood education, come to matter as instances of neoliberal encounters that merge with other discursive and material forces to create particular, situated and at times contradictory neoliberal assemblages that have colonizing and racializing effects on the capacities of certain bodies in certain spaces.</abstract>

Lunch Time at the Child Care Centre: Neoliberal Assemblages in Early Childhood Education

<abstract xml:lang="en"><title style='display:none'>Governmentality - Neoliberalism - Education: the Risk Perspective</title>This paper understands the basic elements of neoliberalism in education and governmentality to be the technologies for the neoliberal government of education. It outlines Foucault's methodology for analysing governmentality and shows how neoliberalism is a discursive formation which homogenises apparently unrelated language games and discourses. It places particular emphasis on the rhizomatic dispersion of neoliberal discursive and non-discursive practices, which in the end create a mosaic of thinking and acting with its own existing internal logic. This paper provides a cross-sectional perspective on how neoliberalism has implanted itself as a universal phenomenon along the horizontal and vertical lines of the education sphere and shows how, particularly through the policy of lifelong learning for a knowledge society, it is transforming first of all the education of adults and how subsequently it has become a fundamental blueprint for the complex revision of higher education and regional schooling, including pre-school education. This paper prefaces this single-issue edition of the Journal of Pedagogy and therefore presents and summarises the articles published in this issue, and suggests how they are thematic examples of a single and more general theoretical framework.</abstract>

Governmentality - Neoliberalism - Education: the Risk Perspective

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Journal of Pedagogy

The Journal of University of Trnava

The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and...

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The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions....

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Volume 14 (2023): Issue 2 (December 2023)

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Volume 13 (2022): Issue 2 (December 2022)

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Volume 12 (2021): Issue 2 (December 2021)

Volume 12 (2021): Issue 1 (June 2021) Special Issue: Home-Based Education

Volume 11 (2020): Issue 2 (December 2020)

Volume 11 (2020): Issue 1 (June 2020) Special Issue: Geography of Education

Volume 10 (2019): Issue 2 (December 2019)

Volume 10 (2019): Issue 1 (June 2019) Special Issue: Negotiating the Local and Global Discourses Shaping Early Childhood Education Practices in the Global South: An act of Decolonialisation. Editor: Vina Adriany

Volume 9 (2018): Issue 2 (December 2018)

Volume 9 (2018): Issue 1 (June 2018) Special Issue Title: Spaces of Early Childhood: Spatial Approaches in Research on Early Childhood Education and Care

Volume 8 (2017): Issue 2 (December 2017)

Volume 8 (2017): Issue 1 (August 2017) Special Issue: Dominant and Silenced ECEC Discourses – The International Perspective on Power Relations

Volume 7 (2016): Issue 2 (December 2016)

Volume 7 (2016): Issue 1 (June 2016) Issue Title: Themed Issue: Resisting Normal Science in Educational Research

Volume 6 (2015): Issue 2 (December 2015) Special Issue Title: New Zealand Perspectives on Early Childhood Education

Volume 6 (2015): Issue 1 (June 2015) Special Issue Title: Trends in Cognitive Education

Volume 5 (2014): Issue 2 (December 2014) Special Issue Title: Body and Education II: Embodied Meaning, Emotions, Race and Communication

Volume 5 (2014): Issue 1 (June 2014) Curriculum Perspectives and Shaping the Lived Body, Issue Editors: Zuzana Bánovčanová, Jan Slavík

Volume 4 (2013): Issue 2 (December 2013)

Volume 4 (2013): Issue 1 (June 2013) Neoliberalism, Pedagogy and the Curriculum: A Global Perspective II. Themed Issue, Andrew Wilkins (ed.)

Volume 3 (2012): Issue 2 (December 2012) Neoliberalism, Pedagogy and the Curriculum: A Global Perspective I.
Themed Issue, Andrew Wilkins (ed.)

Volume 3 (2012): Issue 1 (June 2012)

Volume 2 (2011): Issue 2 (December 2011) Governmentality-Neoliberalism-Education: the Risk Perspective, Editors: Ondrej Kašcák and Branislav Pupala

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The Journal of University of Trnava

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