The Entrepreneurial University-猫眼课题宝

创业大学

DOI：

10.1057/9781137275875.0019

发表时间：

2014

期刊：

影响因子：

通讯作者：

中科院分区：

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作者：

Rose A

本章旨在对利益相关者参与研究的政治进行批判性反思。具体而言，我们揭示了在提供一个关于“教育和文化的相互关系”的研讨会系列中遇到的困难和紧张局势，其核心是促进学者与政策制定者和实践者之间的对话。这一系列研讨会，“教育和文化的新视角”（http：//educationandculture. WordPress. com/），从2011年1月到2013年1月运行，由经济和社会研究理事会（ESRC，2012）资助。系列研讨会旨在探讨文化和学习如何共同产生彼此。作为一个学术领域，教育往往被定位在相当有限的术语，如以下典型的大纲所示：“教育被称为实践领域，教育的各种背景和主题-教学法，学习，系统，制度背景，从业者和学生-构成教育研究的主题”（弗朗西斯，2011：6）。相比之下，我们想探索学习是如何从文化上构建为日常经验，从早年到晚年，在正式和非正式的空间，包括流行文化，家庭文化，教学文化和当地文化。我们想强调教育作为一个理论领域，多个角度是必不可少的，以回答我们的三个关键问题：学习如何塑造文化？文化如何塑造学习？性别、“种族”和阶级如何塑造教育和文化的相互关系？为此，演讲者和与会者来自广泛的不同学科领域1，重要的是，来自学术界内外。我们对教育和文化领域学术和非学术利益相关者之间对话的理想愿景是，它是互惠的，为扩大我们自己的知识提供机会，同时也为挑战社会范式提供机会

This chapter seeks to offer a critical reflection on the politics of engaging stakeholders in research. Specifically, we shed light on the difficulties and tensions encountered in delivering a seminar series on the ‘inter-relationships of education and culture’that had at its heart a desire to facilitate a dialogue between academics and policy makers and practitioners. This series of seminars,‘New Perspectives on Education and Culture’(http://educationandculture. wordpress. com/), ran from January 2011 to January 2013 and was funded by the Economic and Social Research Council (ESRC, 2012). The seminar series sought to explore the ways in which culture and learning co-produce each-other. As an academic field, Education is often positioned in rather limited terms, as the following typical outline demonstrates:‘Education has been called a field of practice, and the various contexts and subjects of education-pedagogy, learning, systems, institutional contexts, practitioners and students–constitute the subjects of education research’(Francis, 2011: 6). In contrast, we wanted to explore how learning is culturally constructed as an everyday experience, from early years to later life and in formal and informal spaces, including popular culture, family cultures, teaching cultures and local cultures. We wanted to highlight Education as a field of theory where multiple perspectives are essential to answer our three key questions: How does learning shape culture? How does culture shape learning? How do gender,‘race’and class shape inter-relationships of education and culture? To this end, speakers and participants were drawn from a vast array of different disciplinary locations 1 and, importantly, from within and outside academia. Our ideal vision of this dialogue between academic and non-academic stakeholders in education and culture was that it would be reciprocal, providing opportunities to expand our own knowledge but also affording opportunities to challenge the paradigms by which social

The Entrepreneurial University

创业大学

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