Prensky, somewhat incredulous at academia’s critical response to the Digital Native, recently claimed he intended his signature concept to be used only as a metaphor (see this book for details). As I implied in my previous post, it is not an empirically verifiable concept; however this hasn’t prevented its academic investigation. The research addressing the Digital Native, to enable a… Read more →
I only noticed it at editing stage, but an important debate had threaded itself through some of the chapters in my recently published book on Social theory and education research. This debate related to the appropriate use of social theory in applied settings. Unwittingly I had set the scene for this debate in the introductory chapter, suggesting that education… Read more →
Article: Jenny Parkes & Anna Conolly (2013): Dangerous encounters? Boys’ peer dynamics and neighbourhood risk. Discourse: Studies in the Cultural Politics of Education, 34:1, 94-106. This is a well-delivered article from Jenny Parkes and Anna Conolly, which examines the relationship between gendered subjectivities and social contexts (in this case schools and neighbourhoods). Here’s the abstract: This article traces links between… Read more →
One regulatory mechanism accountability must inevitably encounter is time, although there is a surprising dearth of research on this relationship. This is surprising, as for Lipsky’s street-level bureaucrats, the exercise of professional judgement is essential to their function as shapers of public policy, a core professional function that relies strongly on the quality of time provided to make such… Read more →
[image (c) Le service photo du Conseil général du Val-de-Marne] In this post, Irene talks about her use of Pierre Bourdieu’s ideas in her successfully defended PhD – for more detail see her chapter in the forthcoming book Social Theory and Education Research…. In my PhD I explored adolescent students’ perceptions of parental influence and their dispositions to study mathematically-demanding… Read more →
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