scholarly journals Beyond a Binary Model of Students’ Educational Decision-Making

2012 ◽  
Vol 17 (3) ◽  
pp. 218-228 ◽  
Author(s):  
Gayna Davey
Keyword(s):  
Decision Making ◽  
Middle Class ◽  
Working Class ◽  
Conceptual Framework ◽  
Educational Decision ◽  
Binary Model ◽  
Class Privilege ◽  
Decision Making Processes ◽  
Decision Making Model ◽  
Educational Decision Making

This paper's focus is on young people's university decision-making processes. It offers two key arguments in response to the model of decision-making which predominates in the classed practices literature. Firstly, that the dominant decision-making model obscures the extent of variation within the middle-class; and secondly, that commonly articulated notions of ‘certainty and entitlement’ need to be deconstructed to render them sociologically meaningful. I argue that the model developed by Stephen Ball, Diane Reay and colleagues had established itself as a key influence in the field, and indeed, it continues to provide a reference for those exploring student decision-making as a classed practice. In having drawn from Bourdieu's conceptual framework their account of educational practices takes us some distance beyond the labels and boxes of class analysis. My findings intersect and contrast with what has become a binary model of working-class disadvantage versus middle-class privilege. The narratives presented in this paper contribute to, but in many ways challenge what has become an influential and pervasive model of student choice.

Rethinking Connections Between Research and Practice in Education: A Conceptual Framework

2018 ◽  
Vol 47 (4) ◽  
pp. 235-245 ◽  
Author(s):  
Elizabeth Farley-Ripple ◽  
Henry May ◽  
Allison Karpyn ◽  
Katherine Tilley ◽  
Kalyn McDonough
Keyword(s):  
Decision Making ◽  
Conceptual Framework ◽  
Scientific Research ◽  
Evidence Based ◽  
Research And Practice ◽  
Educational Decision ◽  
Ways Of Thinking ◽  
Research In Education ◽  
Educational Decision Making ◽  
Use Of Research

Recent efforts to improve the quality and availability of scientific research in education, coupled with increased expectations for the use of research in practice, demand new ways of thinking about connections between research and practice. The conceptual framework presented in this paper argues that increasing research in educational decision-making cannot be simplified to an issue of dissemination or of motivating practitioners to access evidence-based research but rather is a bidirectional problem in which characteristics of both the research and practice communities must be understood and addressed in order to strengthen ties between research and practice in education.

scholarly journals Deflecting Privilege: Class Identity and the Intergenerational Self

Sociology ◽  
2021 ◽  
pp. 003803852098222
Author(s):  
Sam Friedman ◽  
Dave O’Brien ◽  
Ian McDonald
Keyword(s):  
Middle Class ◽  
Working Class ◽  
Lived Experience ◽  
Long Range ◽  
Upward Mobility ◽  
Extended Family ◽  
Class Identity ◽  
Origin Stories ◽  
Class Privilege ◽  
Privileged Class

Why do people from privileged class backgrounds often misidentify their origins as working class? We address this question by drawing on 175 interviews with those working in professional and managerial occupations, 36 of whom are from middle-class backgrounds but identify as working class or long-range upwardly mobile. Our findings indicate that this misidentification is rooted in a self-understanding built on particular ‘origin stories’ which act to downplay interviewees’ own, fairly privileged, upbringings and instead forge affinities to working-class extended family histories. Yet while this ‘intergenerational self’ partially reflects the lived experience of multigenerational upward mobility, it also acts – we argue – as a means of deflecting and obscuring class privilege. By positioning themselves as ascending from humble origins, we show how these interviewees are able to tell an upward story of career success ‘against the odds’ that simultaneously casts their progression as unusually meritocratically legitimate while erasing the structural privileges that have shaped key moments in their trajectory.

Challenging Adultism: Centering Youth as Educational Decision Makers

2020 ◽  
pp. 004208592095913
Author(s):  
Melanie Bertrand ◽  
Maneka Deanna Brooks ◽  
Ashley D. Domínguez
Keyword(s):  
Decision Making ◽  
Urban Schools ◽  
District Level ◽  
Decision Makers ◽  
Youth Of Color ◽  
Urban Settings ◽  
Educational Decision ◽  
Critical Reflexivity ◽  
Educational Decision Making

Research indicates that youth, especially those facing injustice, such as youth of Color in urban settings, are essential participants in educational decision-making. However, due to adultism and intersecting forms of oppression, their inclusion is not the norm. Grounded in the concept of adultism and the tradition of storytelling, we address the following question: How can educational researchers and practitioners challenge the adultism that constrains youth’s participation in school- and district-level educational decision-making? We share stories about our experiences in urban schools, considering adultism at the interactional, institutional, and curricular levels. Our implications center on using critical reflexivity to challenge adultism.

Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations

2022 ◽  
pp. 002248712110707
Author(s):  
Nicole Mittenfelner Carl ◽  
Amanda Jones-Layman ◽  
Rand Quinn
Keyword(s):  
Decision Making ◽  
Collective Knowledge ◽  
Teacher Activism ◽  
Future Studies ◽  
Teacher Professionalization ◽  
Educational Decision ◽  
Accountability Movement ◽  
Educational Decision Making ◽  
Activist Organizations

We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence that promotes voice in educational decision-making. We discuss implications for teacher professionalization and identify the need for future studies on the role of teacher activist organizations on teachers, teaching, and the profession.

scholarly journals Contribution of the Teaching Staff of the College of Education at Imam Muhammad Bin Saud Islamic University in the Educational Decision Making and its Association with the Organizational Affiliation from their Viewpoint: مشاركة أعضاء هيئة التدريس بكلية التربية جامعة الإمام محمد بن سعود الإسلامية في صنع القرار وعلاقته بالانتماء التنظيمي من وجهة نظرهم

2020 ◽  
Vol 4 (26) ◽  
Author(s):  
Ali Marzouq Al- Ghamdi
Keyword(s):  
Decision Making ◽  
College Of Education ◽  
Survey Method ◽  
P Value ◽  
Teaching Staff ◽  
Educational Decision ◽  
High Level ◽  
Descriptive Survey ◽  
Educational Decision Making ◽  
Organizational Affiliation

The study aimed to know the reality of participation of the teaching staff of the College of Education at Imam Muhammad Bin Saud Islamic University in the educational decision making from their viewpoint and its association with the organizational affiliation among them. For fulfilling the study objectives, the research used the descriptive survey method, and the study tool was by applying questionnaires for 157 participants members from the teaching staff of the College of Education at Imam Muhammad Bin Saud Islamic University in Riyadh. Main findings: overall tool of degree of contribution in decision making and its association with organizational affiliation according to responses of the teaching staff of the College of Education at Imam Muhammad Bin Saud Islamic University gained total average of (3.95/5) and at the both fields level. Also, the field of contribution of teaching staff member in decision making gained an average of (4.02/5), while the field of organizational affiliation gained an average of (3.88) and both gained a nearly high level. There’s a statistically significant correlation found between degree of contribution of the teaching staff of the College of Education at Imam Muhammad Bin Saud Islamic University in decision making and organization affiliation (P value= 0.39) which is a moderate positive correlation, in which whenever the contribution in decision making increases, the organizational affiliation increases. According to these results, a set of recommendations and suggestions are given for increasing the level of contribution and improving the organizational affiliation at Imam Muhammad Bin Saud Islamic University particularly and the Saudi Arabian and Arabic Universities generally.

scholarly journals An analysis of systemic thinking in decision-making processes in the municipalities within the province of KwaZulu-Natal

2015 ◽  
Vol 4 (4) ◽  
pp. 531-547
Author(s):  
Mbuyiseni Goodlife Ntuli ◽  
Lawrence Mpela Lekhanya
Keyword(s):  
Decision Making ◽  
Process Model ◽  
Business Environment ◽  
Rational Decision ◽  
Systemic Thinking ◽  
Rational Decision Making ◽  
Theoretical Perspectives ◽  
Kwazulu Natal ◽  
Decision Making Processes ◽  
Decision Making Model

This paper advocates the adoption of systemic thinking in decision-making processes in municipalities. Most importantly, in this epoch of managing in complex and thought-provoking business environment, decision making is one of the most important skills required by any manager to remain effective. The success of a municipality or any business hinges on how well decisions are taken and implemented. In this paper, I intend to scrutinize decision making processes at strategic management levels in the municipalities within the province of KwaZulu-Natal. In doing that, a mixed method approach of qualitative and quantitative techniques was adopted in gathering data from sixty-one municipalities within the province of KwaZulu-Natal. This was done in order to substantiate theoretical perspectives from different erudite scholars on the discourse of systemic thinking in decision making processes. This notion of systemic thinking is coined upon the universally used rational decision making process model. Thus, the conceptualization of rational decision-making model was also considered in this paper, the possibility of decision failure, the complexity of the municipality, and systemic thinking as the recommended option of dealing with complexity was explored. The results indicates that the theory that underpins the adoption of systemic thinking in dealing with complexity today’s business environment is relevant.

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