John Quicke
Biographic Data
| ID | 5239099 |
|---|---|
| NAME | John Quicke |
| GIVEN NAMES | John |
| FAMILY NAME | Quicke |
| SIGNATURE | QUICKE J |
| AFFILIATIONS | University of Sheffield |
| VERIFIED | No |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 38 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 1999 |
| H-INDEX | 3 |
The Postmodern Turn: Problems and possibilities
(1999). The Postmodern Turn: Problems and possibilities. British Journal of Sociology of Education: Vol. 20, No. 2, pp. 281-284
The work ethic, the school curriculum and education for democracy
The main purpose of this article is to explore some of the ways we need to think about work if we are to teach it as a •‘good’ for the self and society. The social, cultural, technological and economic developments of •‘new times’ have led to enormous changes in the kind of work people do and this has given rise to opportunities for a new relationship between the self, work and society, which can be culturally enriching for self and community, bu…
Reflexivity, community and education for the learning society
In this article it is argued that the idea of a learning society is consonant with developments in the social world conceived as part of the ongoing project of reflexive modernity. This project is characterised by a dynamic process of individualisation which on the one hand results in widening opportunities for self-creation and the construction of democratic, flexible communities, but on the other is associated with new kinds of structures and c…
Self, modernity and a direction for curriculum reform
Drawing on the work of Berger, Giddens and others, this article explores ways in which curricula might be reformed to lake account of the experience of the self in the modern world. A degree of consonance is noted between the trajectory of the self in the circumstances of late modernity and the liberal educational ideal of personal autonomy
Work, Education and Democratic Identity
The argument developed in this article is located within a tradition of debate which has been described as the ‘conflicting imperatives’ model of the relationship between democracy and capitalism (see Carnoy & Levin, 1985). The discussion focuses on the implications of the model for the construction of educational and work identities in the later modern period (Giddens, 1991). The model is considered to be particularly apposite at the present tim…
Autonomy, relevance and the National Curriculum: A contextualized account of teachers’ reactions to an intervention
In this article we report on a university‐initiated action research project ¦which focused on the development and evaluation of strategies for enhancing pupils' self‐regulated learning in a secondary school. The project involved the research team working with teachers of one class of year‐8 pupils, many of whom were considered to be low achievers. The intervention consisted of the introduction of an innovative teaching approach designed to enhanc…
Learning and Context: Constructing an integrated perspective
Liberating the Learner
Best Friends: A case-study of girls' reactions to an intervention designed to foster collaborative group work
In this article, we provide an account of how two high achieving girls reacted to a teaching intervention designed to foster collaborative group work. The study focuses on the varying aspects of the girls cultural practices as they experienced tensions and contradictions in their relationships with each other and with other pupils. Their main interest appeared to involve action to gain support for basic emotional security and the maintainance of …
Pupil Culture, Education and the Metacognitive Curriculum
In this article an attempt is made to evaluate pupils' cultural practices with reference to assumptions about the interrelationship between autonomy, democracy and education. Conceptions of education implicit in pupil culture are described and analysed using illustrations and concepts from ethnographic studies. It is suggested that pupil culture can be understood as an aspect of common‐sense knowledge consisting of a mix of contradictory elements…
Education, Cooperation and the Cultural Practices of Assertive Girls
The aim of this article is to produce a fully contextualised, ethnographic account of how two assertive, high achieving, thirteen‐year‐old girls reacted to a teaching intervention designed to foster cooperative group work. The main focus is on how the girls used a ‘best friends’ strategy to control social action, maintain identities and realise their interests in the social context of the school. The girls’ practices are analysed and evaluated in…
Teaching the Language of Learning: Towards a metacognitive approach to pupil empowerment
This is an exploratory study of a metacognitive approach to teaching low achieving pupils in a first year (Year 8) class in a secondary school. In working with a small group both inside and outside the classroom the research team hoped to illuminate the process whereby the social framework for a genuine dialogue about learning processes was established. The method involved the development and evaluation of an aide‐memoire of learning strategies w…
Individualism and Citizenship: Some problems and possibilities
This article begins with a critical review of the new right's individualist notion of citizenship, as a prelude to a discussion about citizenship ideals and education based on alternative versions of the ‘active citizenship’ model. The relationship between self as agent and civic mindedness is explicated and the problems and possibilities of a ‘republican’ tradition of citizenship are then explored with reference to its adequacy in taking account…
What Future for Education
Brian Simon examines various aspects of the working of Kenneth Baker's 1988 Act, from the opting out of schools to the effect on curriculum development of the imposition of a national curriculum, from the success (or otherwise) of the much vaunted City Technology Colleges to the consequences of testing children from the age of seven. In the face of the lowering in morale of the profession, the drop in numbers of applicants to train as teachers an…
Prejudice Elimination as an Educational Aim
Prejudice elimination as an educational AIM
‘Speaking Out’: The Political Career of Helen Keller
The aim of this article is to draw the reader's attention to the political career of Helen Keller. It is argued that her drift towards a radical and socialist position was the result of deeply held political convictions which have largely been ignored by commentators. Contemporary newspaper accounts portrayed her as a vulnerable person manipulated by those closest to her and exploited by extremist organisations. These assertions are discussed wit…
The 'New Right' and Education
The ‘new right’ and education
Pupil Culture, Peer Tutoring and Special Educational Needs
In this article it is argued that interventions in pupil-pupil interactions have to be grounded in a thorough understanding of pupil meanings and the social processes which generate them. The argument is elaborated via a critique of some existing studies of such interventions, like those of peer tutoring, and in discussion of the findings of an interview study. In general, studies of peer tutoring have been psychology-based and have failed to con…
A Case of Paradigmatic Mentality? A reply to Mike Oliver
In this article it is argued that the author of ‘The integration‐segregation debate: some sociological considerations’ ("BJSE, 6 (1)) fails to provide an adequate justification for not considering the contribution of the interactionist/interpretive paradigm to research, policy and practice in special education. His definition of the term ‘explanation’ is queried, and some consequences of ignoring this paradigm are spelt out. A critical examinatio…
Extended Review
The ‘new right’ and education
Best Friends: A case-study of girls' reactions to an intervention designed to foster collaborative group work
In this article, we provide an account of how two high achieving girls reacted to a teaching intervention designed to foster collaborative group work. The study focuses on the varying aspects of the girls cultural practices as they experienced tensions and contradictions in their relationships with each other and with other pupils. Their main interest appeared to involve action to gain support for basic emotional security and the maintainance of …
Pupil Culture, Education and the Metacognitive Curriculum
In this article an attempt is made to evaluate pupils' cultural practices with reference to assumptions about the interrelationship between autonomy, democracy and education. Conceptions of education implicit in pupil culture are described and analysed using illustrations and concepts from ethnographic studies. It is suggested that pupil culture can be understood as an aspect of common‐sense knowledge consisting of a mix of contradictory elements…
The Postmodern Turn: Problems and possibilities
(1999). The Postmodern Turn: Problems and possibilities. British Journal of Sociology of Education: Vol. 20, No. 2, pp. 281-284
Reflexivity, community and education for the learning society
In this article it is argued that the idea of a learning society is consonant with developments in the social world conceived as part of the ongoing project of reflexive modernity. This project is characterised by a dynamic process of individualisation which on the one hand results in widening opportunities for self-creation and the construction of democratic, flexible communities, but on the other is associated with new kinds of structures and c…
Teaching the Language of Learning: Towards a metacognitive approach to pupil empowerment
This is an exploratory study of a metacognitive approach to teaching low achieving pupils in a first year (Year 8) class in a secondary school. In working with a small group both inside and outside the classroom the research team hoped to illuminate the process whereby the social framework for a genuine dialogue about learning processes was established. The method involved the development and evaluation of an aide‐memoire of learning strategies w…
Individualism and Citizenship: Some problems and possibilities
This article begins with a critical review of the new right's individualist notion of citizenship, as a prelude to a discussion about citizenship ideals and education based on alternative versions of the ‘active citizenship’ model. The relationship between self as agent and civic mindedness is explicated and the problems and possibilities of a ‘republican’ tradition of citizenship are then explored with reference to its adequacy in taking account…
Work, Education and Democratic Identity
The argument developed in this article is located within a tradition of debate which has been described as the ‘conflicting imperatives’ model of the relationship between democracy and capitalism (see Carnoy & Levin, 1985). The discussion focuses on the implications of the model for the construction of educational and work identities in the later modern period (Giddens, 1991). The model is considered to be particularly apposite at the present tim…
Learning and Context: Constructing an integrated perspective
Education, Cooperation and the Cultural Practices of Assertive Girls
The aim of this article is to produce a fully contextualised, ethnographic account of how two assertive, high achieving, thirteen‐year‐old girls reacted to a teaching intervention designed to foster cooperative group work. The main focus is on how the girls used a ‘best friends’ strategy to control social action, maintain identities and realise their interests in the social context of the school. The girls’ practices are analysed and evaluated in…
Extended Review
Pupil Culture, Peer Tutoring and Special Educational Needs
In this article it is argued that interventions in pupil-pupil interactions have to be grounded in a thorough understanding of pupil meanings and the social processes which generate them. The argument is elaborated via a critique of some existing studies of such interventions, like those of peer tutoring, and in discussion of the findings of an interview study. In general, studies of peer tutoring have been psychology-based and have failed to con…
A Case of Paradigmatic Mentality? A reply to Mike Oliver
In this article it is argued that the author of ‘The integration‐segregation debate: some sociological considerations’ ("BJSE, 6 (1)) fails to provide an adequate justification for not considering the contribution of the interactionist/interpretive paradigm to research, policy and practice in special education. His definition of the term ‘explanation’ is queried, and some consequences of ignoring this paradigm are spelt out. A critical examinatio…
‘Speaking Out’: The Political Career of Helen Keller
The aim of this article is to draw the reader's attention to the political career of Helen Keller. It is argued that her drift towards a radical and socialist position was the result of deeply held political convictions which have largely been ignored by commentators. Contemporary newspaper accounts portrayed her as a vulnerable person manipulated by those closest to her and exploited by extremist organisations. These assertions are discussed wit…
The 'New Right' and Education
The ‘new right’ and education
Prejudice Elimination as an Educational Aim
Prejudice elimination as an educational AIM
Individualism and Citizenship: Some problems and possibilities
This article begins with a critical review of the new right's individualist notion of citizenship, as a prelude to a discussion about citizenship ideals and education based on alternative versions of the ‘active citizenship’ model. The relationship between self as agent and civic mindedness is explicated and the problems and possibilities of a ‘republican’ tradition of citizenship are then explored with reference to its adequacy in taking account…
What Future for Education
Brian Simon examines various aspects of the working of Kenneth Baker's 1988 Act, from the opting out of schools to the effect on curriculum development of the imposition of a national curriculum, from the success (or otherwise) of the much vaunted City Technology Colleges to the consequences of testing children from the age of seven. In the face of the lowering in morale of the profession, the drop in numbers of applicants to train as teachers an…
Pupil Culture, Education and the Metacognitive Curriculum
In this article an attempt is made to evaluate pupils' cultural practices with reference to assumptions about the interrelationship between autonomy, democracy and education. Conceptions of education implicit in pupil culture are described and analysed using illustrations and concepts from ethnographic studies. It is suggested that pupil culture can be understood as an aspect of common‐sense knowledge consisting of a mix of contradictory elements…
Education, Cooperation and the Cultural Practices of Assertive Girls
The aim of this article is to produce a fully contextualised, ethnographic account of how two assertive, high achieving, thirteen‐year‐old girls reacted to a teaching intervention designed to foster cooperative group work. The main focus is on how the girls used a ‘best friends’ strategy to control social action, maintain identities and realise their interests in the social context of the school. The girls’ practices are analysed and evaluated in…
Teaching the Language of Learning: Towards a metacognitive approach to pupil empowerment
This is an exploratory study of a metacognitive approach to teaching low achieving pupils in a first year (Year 8) class in a secondary school. In working with a small group both inside and outside the classroom the research team hoped to illuminate the process whereby the social framework for a genuine dialogue about learning processes was established. The method involved the development and evaluation of an aide‐memoire of learning strategies w…
Best Friends: A case-study of girls' reactions to an intervention designed to foster collaborative group work
In this article, we provide an account of how two high achieving girls reacted to a teaching intervention designed to foster collaborative group work. The study focuses on the varying aspects of the girls cultural practices as they experienced tensions and contradictions in their relationships with each other and with other pupils. Their main interest appeared to involve action to gain support for basic emotional security and the maintainance of …
Self, modernity and a direction for curriculum reform
Drawing on the work of Berger, Giddens and others, this article explores ways in which curricula might be reformed to lake account of the experience of the self in the modern world. A degree of consonance is noted between the trajectory of the self in the circumstances of late modernity and the liberal educational ideal of personal autonomy
Work, Education and Democratic Identity
The argument developed in this article is located within a tradition of debate which has been described as the ‘conflicting imperatives’ model of the relationship between democracy and capitalism (see Carnoy & Levin, 1985). The discussion focuses on the implications of the model for the construction of educational and work identities in the later modern period (Giddens, 1991). The model is considered to be particularly apposite at the present tim…
Autonomy, relevance and the National Curriculum: A contextualized account of teachers’ reactions to an intervention
In this article we report on a university‐initiated action research project ¦which focused on the development and evaluation of strategies for enhancing pupils' self‐regulated learning in a secondary school. The project involved the research team working with teachers of one class of year‐8 pupils, many of whom were considered to be low achievers. The intervention consisted of the introduction of an innovative teaching approach designed to enhanc…
Learning and Context: Constructing an integrated perspective
Liberating the Learner
Reflexivity, community and education for the learning society
In this article it is argued that the idea of a learning society is consonant with developments in the social world conceived as part of the ongoing project of reflexive modernity. This project is characterised by a dynamic process of individualisation which on the one hand results in widening opportunities for self-creation and the construction of democratic, flexible communities, but on the other is associated with new kinds of structures and c…
The work ethic, the school curriculum and education for democracy
The main purpose of this article is to explore some of the ways we need to think about work if we are to teach it as a •‘good’ for the self and society. The social, cultural, technological and economic developments of •‘new times’ have led to enormous changes in the kind of work people do and this has given rise to opportunities for a new relationship between the self, work and society, which can be culturally enriching for self and community, bu…
The Postmodern Turn: Problems and possibilities
(1999). The Postmodern Turn: Problems and possibilities. British Journal of Sociology of Education: Vol. 20, No. 2, pp. 281-284
Sociology (19 works) · Political science (14 works) · Pedagogy (13 works) · Psychology (11 works) · Epistemology (9 works) · Law (8 works) · Mathematics education (7 works) · Politics (7 works) · Social science (7 works) · Global Educational Policies and Reforms (6 works)