Stuck at the bottom with who? A diffractive ethnography of 'stuckness' in a post industrial northern town.

和谁一起陷入低谷？

• 批准号: 2411782
• 金额: --
• 依托单位: Manchester Metropolitan University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2020
• 资助国家: 英国
• 起止时间: 2020 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2411782
• 关键词: Stuck; bottom; who; diffractive; ethnography

Aims - The project aims to reconceptualise the notions of 'stuck-ness', 'decline' and 'dis-engagement' within school and community. Utilising a diffractive lens, it will look beyond the human, into place and (affective) histories that might shape community notions of schooling. The research aims to make a significant contribution to the literature around so-called 'intractable' schools, thus trying to ensure access to fairer, more effective educational opportunities for all communities in the face of unabating neo-liberal 'policy hyperactivity' (Ball, 2018).Background - 'At the end of August 2019, there were still an estimated 210,000 pupils being educated in stuck schools. Despite the system of support, intervention and inspection designed to improve schools, nothing has changed for these children'. Ofsted, 2020As Ofsted point out, successions of initiatives to 'solve' failing schools by changing the practices and behaviors of school leaders, teachers and parents, have been deemed ineffective; resulting in the notion of 'stuck' schools. Despite an apparent acknowledgement of long standing policy failure, these 'intractable' schools and their communities continue to be viewed through a homogenised, deficit lens. 'Solutions' continue to be intimated, simultaneously surfacing and (re)producing pathologising tropes about school leaders, practitioners, parents and young people, which I have noticed throughout my career in schools. In response to the 'stuck-ness' of ineffective approaches, and recriminating rhetorics about parents(assumed to have no aspirations), and their children (labelled with poor behaviour and limited horizons), this proposal takes the position that other ways of knowing exist and should be heard. This is timely, given the policy narratives advanced, and the limited range of proposed 'solutions' tofamiliar 'problems' that may lead us down well worn, 'rutted paths' (Hackett, 2017). A reframing and reimagining across disciplinary boundaries hints at another future, while 'creating new kinds of knowledge with and for communities' (Pahl 2014).Much has been written about the pathologising of parents and children in marginalised communities (Hackett, 2017; Jones, 2018; Mayes et al, 2019), and the (in)efficacy of policy responses that offer scalable, replicable 'solutions' (Ball, 2018; Gillies et al, 2017; Kuchirko, 2017). The dehumanising effect of bureaucracies and surveillance within formal education creates a 'continuous push toward the future, toward an optimistic linear "progress" that is aimed for but never achieved' (Jones 2019, pg. 109). It produces binaries of success and failure that are complicit in the (re)production of educational inequality (Ball, 2018) and 'maintain the privilege and domination of the white heterosexual male' (Mayes et. al, 2019). As a result, alternate narratives about what happens when progress stops making sense (Tsing, 2015; Thiel, 2020), are urgently required.In response, this research will emphasise knowledge that is situated, specific to place (Mayes et. al, 2019), and thus tends to 'slip from view' (Carini, 2001), by attending to 'the tacit, experiential knowledge of place (that) shapes how communities are understood' Pahl (2014, pg. 37) , andadopting a commitment to what Facer et al (2016) call 'living knowledge'. Recognising the value of co-production in describing different processes of knowledge creation within communities (Pahl 2014; Walkerdine, 2016), the project will extend the work of extant ethnographic studies of schools and communities that provide a counter to pathologising discourse (Gillies, 2014;Reay, 2004). In order to approach the notion of 'stuckness' from a fresh perspective, this research will adopt a diffractive ethnographic approach (Gullion, 2018). A diffractive ethnography adopts understandings of time as quantum and agency as distributed across human and nonhuman bodies.

目标-该项目旨在重新定义学校和社区内的“停滞”、“衰退”和“脱离”概念。利用衍射透镜，它将超越人类，进入地方和（情感）的历史，可能塑造社区的教育观念。该研究旨在为围绕所谓的“棘手”学校的文献做出重大贡献，从而努力确保在新自由主义“政策过度活跃”的情况下，所有社区都能获得更公平、更有效的教育机会（Ball，2018）。背景-“截至2019年8月底，估计仍有21万名学生在棘手的学校接受教育。尽管有旨在改善学校的支持、干预和检查制度，但对这些儿童来说，一切都没有改变。Ofsted，2020正如Ofsted指出的那样，通过改变学校领导、教师和家长的做法和行为来“解决”失败学校的一系列举措被认为是无效的;导致了“卡住”学校的概念。尽管人们显然承认长期以来的政策失败，但这些“棘手的”学校及其社区继续被视为一个同质化的赤字透镜。“解决方案”继续被暗示，同时浮出水面和（重新）产生关于学校领导、从业者、家长和年轻人的病态比喻，我在学校的整个职业生涯中都注意到了这一点。为了回应无效方法的“顽固性”，以及对父母（假定没有抱负）和他们的孩子（被贴上行为不良和视野有限的标签）的指责，这项建议采取了其他了解方式存在的立场，应该被听到。这是及时的，考虑到先进的政策叙述，以及对熟悉的“问题”提出的有限的“解决方案”，这些问题可能会导致我们走上破旧的“车辙路径”（哈克特，2017）。跨越学科界限的重新构建和重新想象暗示了另一个未来，同时“与社区一起并为社区创造新的知识”（Pahl 2014）。关于边缘化社区的父母和儿童的病理学已经写了很多（Hackett，2017年; Jones，2018年; Mayes等人，2019年），以及提供可扩展，可复制的“解决方案”的政策响应的（无效）功效（Ball，2018;吉利斯等人，2017; Kuchirko，2017）。正规教育中的官僚主义和监督的非人性化效果创造了一种“持续推动未来，走向一种乐观的线性“进步”，这种进步的目标是但从未实现过”（Jones 2019，第109页）。它产生了成功和失败的二元对立，这些二元对立是教育不平等（Ball，2018）和“维持白色异性恋男性的特权和统治”（Mayes et.等人，2019）。因此，迫切需要关于当进步停止有意义时会发生什么的替代叙述（Tsing，2015; Thiel，2020）。等人，2019年），因此往往“从视野中溜走”（卡里尼，2001年），通过参加“隐性，经验知识的地方（）形状如何理解社区”帕尔（2014年，第37页），并采取了什么Facer等人（2016年）所谓的“生活知识”的承诺。认识到共同生产在描述社区内知识创造的不同过程中的价值（Pahl 2014; Walkerdine，2016），该项目将扩展现有的学校和社区民族志研究工作，为病理化话语提供反击（吉利斯，2014;雷伊，2004）。为了从一个新的角度来探讨“顽固”的概念，这项研究将采用衍射人种学方法（Gullion，2018）。衍射人种志采用时间的理解，作为量子和机构分布在人类和非人类的身体。