Considerate, convivial and capacious? Finding a language to capture ethos in 'creative' schools
Considerate, convivial and capacious? Finding a language to capture ethos in 'creative' schools
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体贴、友善、宽敞？
DOI：
10.1080/01596306.2016.1227302
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Bragg S
中科院分区：
文献类型：
--
作者：
Bragg S
自20世纪80年代以来，学校“精神”或“文化”的概念在教育界引起了广泛的争论。这部分是市场化的结果，部分是因为校风被认为是改善学校的低成本途径。企业、独裁和最近的“军事”精神模式在英国得到了广泛传播。然而，另一种重要的教育思想强调了学习的本质：学校如何预示另一种更具社会公正性的世界。本文认为，这种不同的民族精神的概念会计需要更多的关注，在解释教育过程中调动的智力资源。我们讨论的学校，利用他们的工作与英语创造性学习计划，创造性的伙伴关系，发展我们所说的“体贴，欢乐和宽敞”的校风。因此，我们的目标是重视他们的成就，提供工具，围绕民族精神的竞争占主导地位的话语，并倡导更关键的，反思的方法来研究学校文化。
Concepts of school ‘ethos’ or ‘culture’ have been widely debated in education since the 1980s. This is partly as a consequence of marketisation, partly because ethos has been identified as a low-cost route to school improvement. Corporate, authoritarian, and most recently ‘military’ models of ethos have been widely promulgated in the UK. Another significant strand of educational thinking, however, has emphasised ethosforandaslearning: how schools might prefigure alternative, more socially just, worlds. This article argues that accounting for such divergent notions of ethos demands greater attention to the intellectual resources mobilised in interpreting educational processes. We discuss schools that used their work with the English creative learning programme, Creative Partnerships, to develop what we describe as ‘considerate, convivial and capacious’ school ethos. We aim thereby to value their achievements, provide tools to contest dominant discourses around ethos, and advocate more critical, reflexive approaches to researching school cultures.