Kathryn Telling
Datos Biográficos
| ID | 279060 |
|---|---|
| NOMBRE | Kathryn Telling |
| NOMBRES | Kathryn |
| APELLIDO | Telling |
| FIRMA | TELLING K |
| AFILIACIONES | University of Manchester |
| ORCID | 0000-0001-8000-0710 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
How we constructed the future in the past
Determining why people did this or that in the past – their justifications for their actions – is a common goal of qualitative interviews. Yet interview methods have been criticised for taking participants’ accounts at face value, and for obscuring the collective nature of decision-making by focusing on the individual. This article argues that both limitations of account-seeking interviews stem, in part, from a lack of attention to the complex te…
Why do students resist assessment by group-work? Hearing critique in the complaint
The cry that today’s higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good)…
Pragmatic sociology and the economics of convention
This special issue brings together current work in education research that engages with a pragmatic, yet critical theoretical tradition sprung from the French context during the 1980s. Based on a particular understanding of existence, perception, reality and the dynamics of social life, this theoretical tradition has continuously been developed over the past four decades in a variety of fields, such as law, economic studies, political sciences, e…
The complexity of educational elitism
Critical, and in particular Bourdieusian, sociology of education is often suspicious about educators when they describe their ideal students. It tends to see these descriptions as euphemisations, so that apparently intellectual assessments are really elitist evaluations about students’ class positions. However, this way of thinking about educators can lead to reductive accounts in which actors are completely blind to the real meaning of their bel…
The rise and change of the competence strategy
The principal aim of this article is to provide a historical overview of 25 years of competence policy in the European Union, highlighting connections between past and current initiatives and outlining possible scenarios for the decade to come. The article presents the social investment turn in social policy as the critical political background against which the emergence of a competence strategy in European Union education policy should be analy…
Selling the Liberal Arts Degree in England
This article examines a series of well-documented changes in post-war English higher education: the massification of, and increased differentiation within, the system, as well as changing relationships between credentials, skills and incomes. It offers an account of the new liberal arts degrees rapidly emerging at both elite and non-elite universities in England, explaining these as a response to, and negotiation of, an ever-changing higher-educa…
Bourdieu and the problem of reflexivity
Bourdieu and the problem of reflexivity
The complexity of educational elitism
Critical, and in particular Bourdieusian, sociology of education is often suspicious about educators when they describe their ideal students. It tends to see these descriptions as euphemisations, so that apparently intellectual assessments are really elitist evaluations about students’ class positions. However, this way of thinking about educators can lead to reductive accounts in which actors are completely blind to the real meaning of their bel…
Bourdieu and the problem of reflexivity
Selling the Liberal Arts Degree in England
This article examines a series of well-documented changes in post-war English higher education: the massification of, and increased differentiation within, the system, as well as changing relationships between credentials, skills and incomes. It offers an account of the new liberal arts degrees rapidly emerging at both elite and non-elite universities in England, explaining these as a response to, and negotiation of, an ever-changing higher-educa…
The rise and change of the competence strategy
The principal aim of this article is to provide a historical overview of 25 years of competence policy in the European Union, highlighting connections between past and current initiatives and outlining possible scenarios for the decade to come. The article presents the social investment turn in social policy as the critical political background against which the emergence of a competence strategy in European Union education policy should be analy…
The complexity of educational elitism
Critical, and in particular Bourdieusian, sociology of education is often suspicious about educators when they describe their ideal students. It tends to see these descriptions as euphemisations, so that apparently intellectual assessments are really elitist evaluations about students’ class positions. However, this way of thinking about educators can lead to reductive accounts in which actors are completely blind to the real meaning of their bel…
Why do students resist assessment by group-work? Hearing critique in the complaint
The cry that today’s higher education students are particularly individualist is a commonly-heard one. In England, the considerable personal cost of tuition is often blamed for creating a series of negative student traits, including consumerism (an idea that one has bought the right to a degree) and individualism (a sense of the individual as the beneficiary of the bought product, as against any sense of collectivism, or education as public good)…
Pragmatic sociology and the economics of convention
This special issue brings together current work in education research that engages with a pragmatic, yet critical theoretical tradition sprung from the French context during the 1980s. Based on a particular understanding of existence, perception, reality and the dynamics of social life, this theoretical tradition has continuously been developed over the past four decades in a variety of fields, such as law, economic studies, political sciences, e…
How we constructed the future in the past
Determining why people did this or that in the past – their justifications for their actions – is a common goal of qualitative interviews. Yet interview methods have been criticised for taking participants’ accounts at face value, and for obscuring the collective nature of decision-making by focusing on the individual. This article argues that both limitations of account-seeking interviews stem, in part, from a lack of attention to the complex te…
Sociology (6 obras) · Law (4 obras) · Political science (4 obras) · Pedagogy (3 obras) · Social science (3 obras) · Diverse Music Education Insights (2 obras) · Epistemology (2 obras) · Higher education (2 obras) · Liberal arts education (2 obras) · Politics (2 obras)