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Qualitative research for education: An introduction to theories and methods

The culture of education

In the present paper a research has been done on the essay ‘Can the Subaltern Speak’ by’ Gayatri Chakravorty Spivak’. It has been explained into much simpler language about what the author conveys for better understanding and further references. Also the criticism has been done by various critiques from various sources which is helpful from examination point of view. The paper has been divided into various contexts with an introduction and the conclusions. Also the references has been written that depicts the sources of criticism.

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Can the Subaltern Speak

What makes organizations so similar? We contend that the engine of rationalization and bureaucratization has moved from the competitive marketplace to the state and the professions. Once a set of organizations emerges as a field, a paradox arises: rational actors make their organizations increasingly similar as they try to change them. We describe three isomorphic processes-coercive, mimetic, and normative—leading to this outcome. We then specify hypotheses about the impact of resource centralization and dependency, goal ambiguity and technical uncertainty, and professionalization and structuration on isomorphic change. Finally, we suggest implications for theories of organizations and social change.

The iron cage revisited: Institutional isomorphism and collective rationality in organizational fields (Chinese Translation)

The present report is submitted in response to General Assembly resolution 61/106, by which the Assembly adopted the Convention on the Rights of Persons with Disabilities and the Optional Protocol thereto. As requested by the Assembly, a brief overview of the status of the Convention as at 3 August 2007 is presented. The report also contains a brief description of technical arrangements on staff and facilities made necessary for the effective performance of the functions of the Conference of States Parties and the Committee under the Convention and the Optional Protocol, and a description on the progressive implementation of standards and guidelines for the accessibility of facilities and services of the United Nations system. Recent efforts of the United Nations and agencies to disseminate information on the Convention and the Optional Protocol are also described.

わかりやすい障害者の権利条約 : 知的障害のある人の権利のために = Convention on the rights of persons with disabilities

Disability should be a concern for those interested in analysing and subverting the cultural politics of education. In this paper we address this concern through connecting critical analyses of ‘developmental disabilities’ (formerly ‘mental retardation’), disability studies and poststructuralism. We target normative constructions of ‘developmental disabilities’ – and we propose alternative dynamic possibilities – through reference to narratives from our political and personal work with people with the label of ‘developmental disabilities’. Our aim is to unveil the ways in which we might understand the cultural formations of ‘impairment’ – as they relate to ‘developmental disabilities’ – in order to propel scholars, activists and practitioners towards a cultural politics of inclusion. First, we summarise some key debates from disability studies that have engaged with ‘impairment’: social model, relational and psychosocial models. We suggest that these debates benefit from a more grounded engagement with po...

The (be)comings and goings of developmental disabilities: the cultural politics of 'impairment'

In a small‐scale study we analyse the narratives of three recently‐arrived immigrant mothers with young children, making use of child care. Drawing on post‐foundational theories and third‐wave feminism, the analysis of these narratives enables us to look at how issues of diversity, democracy and citizenship are shaped in micro‐events of daily practice. The study shows how reciprocity may be shaped in what is fundamentally an asymmetrical relationship between child care staff and parents. In turn, this reciprocity facilitates the construction of nomadic or hybrid identities by these mothers, crossing several borders. Finally the study illustrates the importance of careful transitions between the home and the family and the interrelationships between public and private domains. RESUME: Nous analysons, dans cette etude a petite echelle, les recits de trois meres de jeunes enfants migrantes, recemment arrives et utilisant un mode d’accueil. Fondee sur des theories post‐structuralistes et la troisieme...

Immigrant mothers crossing borders: nomadic identities and multiple belongings in early childhood education

Despite the political and academic debate on the demands for more male workers in Early Childhood Education and Care (ECEC), no European country has reached the benchmark set for 2006 to have 20% male early childhood workers. This has predominantly been countered by challenging the idea that care for the youngest implies an activity ‘that women naturally do’ and by consequently arguing for a higher status and better working conditions for caring jobs. In this article, we analyse the recent ‘schoolification’ of ECEC, and in so doing, we argue that the traditional explanations of the feminisation of the early years workforce do not suffice. In addition, we dwell upon contemporary feminism to challenge the mind–body dualism in discourses and practices of care and explore the concepts of embodied subjectivity and corporeality to further explore pathways to a more equally gendered workforce in early childhood provision.

Challenging the feminisation of the workforce: rethinking the mind–body dualism in Early Childhood Education and Care

The logic of managerialism is seen as a rationale for the limited scope for discretion of social workers and also complicates the recognition of the inherently ambiguous nature of social work. In this article, various strategies in dealing with managerialism and ambiguity are identified: social work can either attempt to escape from ambiguity or embrace (the discussion on) ambiguity as an opportunity. It is stated that, although social work can resist a managerial logic, it might also attempt to escape ambiguity all the same. We argue that embracing ambiguity implies an ironical perspective in social work. This refers to an approach in social work that is open and undetermined by its very essence, as it enables social workers to remain sensitive to the complexity of their work and to stay engaged with the public debate about the social and political meaning of their work and its flaws, while simultaneously searching for new, undoubtedly flawed, answers.

Irony and Social Work: In Search of the Happy Sisyphus

Social work has moved from a child protection discourse towards a child welfare discourse that views the relationship between social workers and families as a partnership. Partnership with families in the field of child protection and child welfare, however, mirrors diverse ideological motives of social policy, civil society and practice. We engage in a theoretical discussion of different interpretations of partnership. We draw a primary distinction between reductionist and democratic forms of partnership with families. In a reductionist approach, social workers activate parents in order to realize the goals set by social work. A democratic approach to partnership refers to a shared responsibility between social workers, parents and children. In this approach, effective partnership is not something to be realized as an outcome, but a point of departure that implies a joint search for meaning and an experiment with which social workers engage. This engagement presents non-participation' not as problematic but as an essential element of participation. The focus then shifts from a methodical approach to partnership - how to activate people to participate in the care process - to the question of how the engagement of social workers can be constructed together with families.

Griet Roets

Papers

The (be)comings and goings of developmental disabilities: the cultural politics of 'impairment'

Immigrant mothers crossing borders: nomadic identities and multiple belongings in early childhood education

Challenging the feminisation of the workforce: rethinking the mind–body dualism in Early Childhood Education and Care

Irony and Social Work: In Search of the Happy Sisyphus

From parental engagement to the engagement of social work services: discussing reductionist and democratic forms of partnership with families