‘The Production of Space’, in: Frans Jacobi, Imagine, Space Poetry, Copenhagen, 1996, unpaginated.

The Production of Space

https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

We may not be able to make you love reading, but archaeology of knowledge will lead you to love reading starting from now. Book is the window to open the new world. The world that you want is in the better stage and level. World will always guide you to even the prestige stage of the life. You know, this is some of how reading will give you the kindness. In this case, more books you read more knowledge you know, but it can mean also the bore is full.

The archaeology of knowledge

萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

Thank you very much for downloading the practice of everyday life. Maybe you have knowledge that, people have look hundreds times for their chosen novels like this the practice of everyday life, but end up in harmful downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they are facing with some malicious bugs inside their desktop computer. the practice of everyday life is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the the practice of everyday life is universally compatible with any devices to read.

The Practice Of Everyday Life

Student transition into higher education has increased in importance in recent times, with the growing trend in Organisation for Economic Cooperation and Development nations towards universal higher education provision and the concomitant widening of participation to include previously under-represented groups. However, ‘transition’ as a concept is largely employed uncritically in the field. In making these transition assumptions explicit, this article argues that there are three distinct accounts in the research literature, which inevitably lead to different approaches to transition policy, research and practice in higher education. While the third – transition as ‘becoming’ – offers the most theoretically sophisticated and student-sympathetic account, it is the least prevalent and least well understood. The article further argues that future research in the field needs to foreground students' lived realities and to broaden its theoretical and empirical base if students' capabilities to navigate change a...

Navigating change: a typology of student transition in higher education

‘Raising aspirations’ for education among young people in low socioeconomic regions has become a widespread policy prescription for increasing human capital investment and economic competitiveness in so-called ‘knowledge economies’. However, policy tends not to address difficult social, cultural, economic and political conditions for aspiring, based in structural changes associated with globalization. Drawing conceptually on the works of Pierre Bourdieu, Raymond Williams, Arjun Appadurai and authors in the Funds of Knowledge tradition, this article theorizes two logics for aspiring that are recognizable in research with young people and families: a doxic logic, grounded in populist–ideological mediations; and a habituated logic, grounded in biographic–historical legacies and embodied as habitus. A less tangible third ‘logic’ is also theorized: emergent senses of future potential, grounded in lived cultures, which hold possibility for imagining and pursuing alternative futures. The article offers a...

Educating for Futures in Marginalized Regions: A sociological framework for rethinking and researching aspirations

In recent times critical approaches to educational policy studies have been subject to increasing interrogation over methodological issues, often by critical policy researchers themselves. In the main, their reflexive posturings have been informed by critique which proceeds that beyond brief descriptions of research logistics and a general commitment to the methodologies of a critical orientation, critical policy analyses offer few explicit accounts of the connections between the stories they tell about policy and the data used to tell them. As a way of addressing these silences, this paper proposes three methodological approaches within which to explore and explain matters of policy, each generating its own particular view of the (policy) issues worth looking for, where they can be found and how to look for them. Drawing on research into the production of Australian higher education policy during the late 1980s and early 1990s, the paper illustrates the characteristics of these approaches, referring to t...

Critical policy sociology : historiography, archaeology and genealogy as methods of policy analysis

How are classroom relations influenced by the language that teachers use and the stories they tell about their students? Just Schooling is an exercise in the cultural politics of teaching. It invites teachers and interested others to rethink what they know about social justice and to rework how they engage in the practices of teaching (what they say and do), particularly in relation to how these influence the lives of students. Informed by a recognitive view of social justice, Just Schooling analyses the various discourses and ideologies mobilized in classrooms that implicitly and explicitly determine what is understood by (i) the nature and centrality of language, (ii) the purposes and meaning of education, and (iii) the diversity of students, particularly with respect to their gender, race and social class but also their learning dis/abilities. Throughout, the authors argue for a democratization of classroom relations, beginning with students' and teachers' personal lives and connecting these with wider contexts, as a way of addressing the advantages and disadvantages traditionally reproduced by schooling.

Just schooling : explorations in the cultural politics of teaching

This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher education policy. It maps the changes in this policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over this time span and what these have meant and will mean for students, particularly those from low socio-economic backgrounds. It concludes that a relational understanding of social justice – ‘recognitive justice’ – is yet to inform student equity policy in higher education, although this is now what is required in the context of the planned shift from mass to universal participation.

Trevor Gale

Papers

Navigating change: a typology of student transition in higher education

Educating for Futures in Marginalized Regions: A sociological framework for rethinking and researching aspirations

Critical policy sociology : historiography, archaeology and genealogy as methods of policy analysis

Just schooling : explorations in the cultural politics of teaching

Social justice in Australian higher education policy: an historical and conceptual account of student participation