M Clarke
Dados Biográficos
| ID | 6016 |
|---|---|
| NOME | M Clarke |
| PRENOMES | M |
| SOBRENOME | Clarke |
| ASSINATURA | CLARKE M |
| AFILIAÇÕES | University of Aberdeen |
| ORCID | 0000-0003-4693-248X |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAÇÕES | 49 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1976 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Poor things and Scottish education
Bella, in Gray’s 1992 novel Poor Things, fell into the Clyde attempting to end her life. She was pulled up from the Thames in Lanthimos’ 2023 film adaptation. Bella can be argued to represent Scottish Nationalism, but resetting the film omits this, recasting the source to be more palatable to a global audience. Similarly, Scottish education has been recast over centuries. This paper will problematise the drive to distinguish Scottish education fr…
A psychosocial reading of teacher agency
The concept of teacher agency has become increasingly prominent in academic, policy and media debates. In rethinking the concept, we are particularly interested in the tension between discourses presenting teachers as heroic agents of individual emancipation and social transformation, such as those found in recruitment campaigns and Hollywood films, and the erosion of spaces for agency brought about by the dominance of discourses and practices of…
The role of education in a democracy
At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey’s and Martin Buber’s accounts of what it is to be educated, and Homi Bhabha’s concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, t…
The subordination of teacher identity
Peer reviewed
“We have never been public
Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between “traditional” and “progressive” education. Instead, we note how, despite the mobilisation of the rh…
What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe and beyond
This special issue explores past, present and potential future imaginaries of ‘public’ education in Europe and beyond. The special issue is located in a contemporary context of political turmoil, in which one in four European voters allegedly supports populist political parties, with the largest support for far-right forms of populism; it is also set against a historical background of several decades of significant change in the social, political…
Double indemnity
Conceptually and practically, feedback typically sits within a pedagogical, rather than a philosophical, framework. Drawing on a longitudinal study with student teachers seeks, this paper seeks to critically reframe feedback beyond the pedagogical by considering the moral tensions and ethical dilemmas within feedback, thereby revealing an inherent duality in feedback as a phenomenon. Specifically, the study followed a group of student teachers th…
Fiscal cuts in education and their effects
The paper aims to explore how head teachers and other education service leaders and their teams have been experiencing shifts in their identities during the last decade of education cuts in Catalonia (Spain), and the possible effects during the current COVID-19 crisis on educational leaders. Our exploratory hypothesis covers the crisis years (2008–2015) and on into the non-recovery years (2015–2020) until the onset of the COVID-19 pandemic. Durin…
Democratic citizenship, critical literacy and educational policy in England
Peer reviewed
What has been "missing" or "missed" over the last 50 years in APJTE
The editors of APJTE invited a group of teacher education scholars to have a conversation about what is 'missing' from the journal and/ or the field. In line with our celebrations of the 50th anniversary of the journal, we thought that it would be interesting to think about what hasn't been in the journal but might have been. We worked with people who have been, or are becoming, influential in the field, and/ or have been editors of the journal b…
The banality of education policy
Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of …
Eyes wide shut
This paper examines the tensions between education policy’s attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoanalytic notion of fantasy, explained through Stanley Kubrick’s final film, Eyes wide shut. My argumen…
Democracy and education
This article draws on psychoanalytic theory to reconsider democracy, education and their relationship. The author argues for the pervasive presence of fantasmatic thinking in relation to both democracy and education in much media and policy discussion, which fuels our subjection to ideology through cruelly optimistic promises about the future benefits which will accrue from current sacrifice – promises which are exposed as false by persistent and…
Rethinking democracy and education
What stands between individuals and their freedom to build futures where no one is enslaved, subjected or exploited by powerful individuals, groups, forms of organisation, elites, class divisions, faiths or states?Is there hope for educational strategies in a contemporary scene pervaded by discourses where truth, the stock-in-trade of education, is replaced by 'post-truth', which deals in undermining knowledge and reason?A century after the publi…
The power of negative thinking in and for teacher education
In an anxious world increasingly perceived in terms of risk management, strategies for mapping, articulating and organizing knowledge provide a bulwark against uncertainty. For teacher education, one consequence has been a drive for fullness in relation to knowledge about what teachers should know and be able to do, usually conceived in instrumental terms. Indeed, teacher education, like education more broadly, has been captured by a ‘discursive …
Knowledge is power’? A Lacanian entanglement with political ideology in education
This paper explores the possibilities for critical policy analysis afforded by Lacanian discourse theory, with its emphasis on the unconscious and the agency of the letter, and considers its significance for critical policy analysis in education, in ways that complement and supplement the insights of post-structuralist discourse theory. To explore these possibilities, the paper examines the fantasies residing in neoliberal education policy’s visi…
Dialectics and dilemmas
Ability grouping in schools and classrooms constitutes something of a policy hiatus in the Australian context, in contrast to the conspicuous visibility of equity and quality as explicit policy goals. This article examines what I am calling the dialectics – i.e. moments of negation that allow for creation – and dilemmas inhering in the complex and contradictory relationship between policy priorities of quality and equity, and practices of ability…
The (absent) politics of neo-liberal education policy
Despite its ideological saturation, recent neo-liberal education policy has been deeply depoliticising in the sense of reducing properly political concerns to matters of technical efficiency. This depoliticisation is reflected in the hegemony of a managerial discourse and the decontestation of terms like ‘quality’ and ‘effectiveness’, as well as in the apparent consensus around the necessity of particular practices, such as the adoption of ‘stand…
The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions
Discourse as Cultural Struggle
Reflection ‘on’ and ‘in’ teacher education in the United Arab Emirates
Criticizing and reassuring oneself
Objectives: Self‐critical people, compared with those who self‐reassure, are at increased risk of psychopathology. However, there has been little work on the different forms and functions of these self‐experiences. This study developed two self‐report scales to measure forms and functions of self‐criticism and self‐reassurance and explore their relationship to depression. Methods: A self‐report scale measuring forms of self‐criticism and self‐rea…
A Comparison of the Costs and Patient Acceptability of Professionally Applied Topical Fluoride Foam and Varnish
Varnish applications were found to take less time and resulted in fewer signs of discomfort. These results support the use of fluoride varnish in caries prevention programs, especially for younger children
Local Government into the 1990s
Society for Social Medicine
The (absent) politics of neo-liberal education policy
Despite its ideological saturation, recent neo-liberal education policy has been deeply depoliticising in the sense of reducing properly political concerns to matters of technical efficiency. This depoliticisation is reflected in the hegemony of a managerial discourse and the decontestation of terms like ‘quality’ and ‘effectiveness’, as well as in the apparent consensus around the necessity of particular practices, such as the adoption of ‘stand…
Eyes wide shut
This paper examines the tensions between education policy’s attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoanalytic notion of fantasy, explained through Stanley Kubrick’s final film, Eyes wide shut. My argumen…
The banality of education policy
Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of …
Democracy and education
This article draws on psychoanalytic theory to reconsider democracy, education and their relationship. The author argues for the pervasive presence of fantasmatic thinking in relation to both democracy and education in much media and policy discussion, which fuels our subjection to ideology through cruelly optimistic promises about the future benefits which will accrue from current sacrifice – promises which are exposed as false by persistent and…
The power of negative thinking in and for teacher education
In an anxious world increasingly perceived in terms of risk management, strategies for mapping, articulating and organizing knowledge provide a bulwark against uncertainty. For teacher education, one consequence has been a drive for fullness in relation to knowledge about what teachers should know and be able to do, usually conceived in instrumental terms. Indeed, teacher education, like education more broadly, has been captured by a ‘discursive …
Dialectics and dilemmas
Ability grouping in schools and classrooms constitutes something of a policy hiatus in the Australian context, in contrast to the conspicuous visibility of equity and quality as explicit policy goals. This article examines what I am calling the dialectics – i.e. moments of negation that allow for creation – and dilemmas inhering in the complex and contradictory relationship between policy priorities of quality and equity, and practices of ability…
Reflection ‘on’ and ‘in’ teacher education in the United Arab Emirates
Knowledge is power’? A Lacanian entanglement with political ideology in education
This paper explores the possibilities for critical policy analysis afforded by Lacanian discourse theory, with its emphasis on the unconscious and the agency of the letter, and considers its significance for critical policy analysis in education, in ways that complement and supplement the insights of post-structuralist discourse theory. To explore these possibilities, the paper examines the fantasies residing in neoliberal education policy’s visi…
What has been "missing" or "missed" over the last 50 years in APJTE
The editors of APJTE invited a group of teacher education scholars to have a conversation about what is 'missing' from the journal and/ or the field. In line with our celebrations of the 50th anniversary of the journal, we thought that it would be interesting to think about what hasn't been in the journal but might have been. We worked with people who have been, or are becoming, influential in the field, and/ or have been editors of the journal b…
Local Government into the 1990s
Peptic ulceration in men. Epidemiology and medical care
Estimates of the population prevalence of peptic and duodenal ulceration in men aged between 25 and 64 years were made in the London borough of Lambeth. The sampling frame for these estimates was a 20% private census. The lifetime prevalence rate of proved peptic ulcer (haematemesis, gastric and duodenal ulcers as validated by operation or barium meal), adjusted for age and social class, was estimated to be 6-7%, while the similarly adjusted life…
Lion Rampant
Journal Article LION RAMPANT: SCOTTISH POLITICS AND GOVERNMENT Get access M. G. Clarke M. G. Clarke Search for other works by this author on: Oxford Academic Google Scholar Parliamentary Affairs, Volume XXIX, Issue 3, SUMMER 1976, Pages 340–341, https://doi.org/10.1093/oxfordjournals.pa.a054160 Published: 01 July 1976
Society for Social Medicine
Local Government into the 1990s
Criticizing and reassuring oneself
Objectives: Self‐critical people, compared with those who self‐reassure, are at increased risk of psychopathology. However, there has been little work on the different forms and functions of these self‐experiences. This study developed two self‐report scales to measure forms and functions of self‐criticism and self‐reassurance and explore their relationship to depression. Methods: A self‐report scale measuring forms of self‐criticism and self‐rea…
A Comparison of the Costs and Patient Acceptability of Professionally Applied Topical Fluoride Foam and Varnish
Varnish applications were found to take less time and resulted in fewer signs of discomfort. These results support the use of fluoride varnish in caries prevention programs, especially for younger children
Reflection ‘on’ and ‘in’ teacher education in the United Arab Emirates
The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions
Discourse as Cultural Struggle
The (absent) politics of neo-liberal education policy
Despite its ideological saturation, recent neo-liberal education policy has been deeply depoliticising in the sense of reducing properly political concerns to matters of technical efficiency. This depoliticisation is reflected in the hegemony of a managerial discourse and the decontestation of terms like ‘quality’ and ‘effectiveness’, as well as in the apparent consensus around the necessity of particular practices, such as the adoption of ‘stand…
Knowledge is power’? A Lacanian entanglement with political ideology in education
This paper explores the possibilities for critical policy analysis afforded by Lacanian discourse theory, with its emphasis on the unconscious and the agency of the letter, and considers its significance for critical policy analysis in education, in ways that complement and supplement the insights of post-structuralist discourse theory. To explore these possibilities, the paper examines the fantasies residing in neoliberal education policy’s visi…
Dialectics and dilemmas
Ability grouping in schools and classrooms constitutes something of a policy hiatus in the Australian context, in contrast to the conspicuous visibility of equity and quality as explicit policy goals. This article examines what I am calling the dialectics – i.e. moments of negation that allow for creation – and dilemmas inhering in the complex and contradictory relationship between policy priorities of quality and equity, and practices of ability…
The power of negative thinking in and for teacher education
In an anxious world increasingly perceived in terms of risk management, strategies for mapping, articulating and organizing knowledge provide a bulwark against uncertainty. For teacher education, one consequence has been a drive for fullness in relation to knowledge about what teachers should know and be able to do, usually conceived in instrumental terms. Indeed, teacher education, like education more broadly, has been captured by a ‘discursive …
Democracy and education
This article draws on psychoanalytic theory to reconsider democracy, education and their relationship. The author argues for the pervasive presence of fantasmatic thinking in relation to both democracy and education in much media and policy discussion, which fuels our subjection to ideology through cruelly optimistic promises about the future benefits which will accrue from current sacrifice – promises which are exposed as false by persistent and…
Rethinking democracy and education
What stands between individuals and their freedom to build futures where no one is enslaved, subjected or exploited by powerful individuals, groups, forms of organisation, elites, class divisions, faiths or states?Is there hope for educational strategies in a contemporary scene pervaded by discourses where truth, the stock-in-trade of education, is replaced by 'post-truth', which deals in undermining knowledge and reason?A century after the publi…
Eyes wide shut
This paper examines the tensions between education policy’s attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoanalytic notion of fantasy, explained through Stanley Kubrick’s final film, Eyes wide shut. My argumen…
The banality of education policy
Education is usually considered a force for good, associated with hope and optimism about better individual and social futures. Yet a case can be made that education and education policy in recent decades, far from being a force for good, has had nefarious effects at multiple levels. This can be seen in the growing alienation of significant numbers of teachers and students in disparate global contexts and in the growth of authoritarian models of …
“We have never been public
Recent educational reforms in England have sought to reshape public education by extending central government control of curriculum and assessment, while replacing local government control of schools with a quasi-private system of academies and multi academy trusts. In this paper, we resist reading this as the latest iteration of the debate between “traditional” and “progressive” education. Instead, we note how, despite the mobilisation of the rh…
What is the ‘public’ in public education? Mapping past, present and future educational imaginaries of Europe and beyond
This special issue explores past, present and potential future imaginaries of ‘public’ education in Europe and beyond. The special issue is located in a contemporary context of political turmoil, in which one in four European voters allegedly supports populist political parties, with the largest support for far-right forms of populism; it is also set against a historical background of several decades of significant change in the social, political…
Double indemnity
Conceptually and practically, feedback typically sits within a pedagogical, rather than a philosophical, framework. Drawing on a longitudinal study with student teachers seeks, this paper seeks to critically reframe feedback beyond the pedagogical by considering the moral tensions and ethical dilemmas within feedback, thereby revealing an inherent duality in feedback as a phenomenon. Specifically, the study followed a group of student teachers th…
Fiscal cuts in education and their effects
The paper aims to explore how head teachers and other education service leaders and their teams have been experiencing shifts in their identities during the last decade of education cuts in Catalonia (Spain), and the possible effects during the current COVID-19 crisis on educational leaders. Our exploratory hypothesis covers the crisis years (2008–2015) and on into the non-recovery years (2015–2020) until the onset of the COVID-19 pandemic. Durin…
Democratic citizenship, critical literacy and educational policy in England
Peer reviewed
What has been "missing" or "missed" over the last 50 years in APJTE
The editors of APJTE invited a group of teacher education scholars to have a conversation about what is 'missing' from the journal and/ or the field. In line with our celebrations of the 50th anniversary of the journal, we thought that it would be interesting to think about what hasn't been in the journal but might have been. We worked with people who have been, or are becoming, influential in the field, and/ or have been editors of the journal b…
The subordination of teacher identity
Peer reviewed
The role of education in a democracy
At a time when there are renewed expressions of concern about how our societies are organised and the health of our democracies, this paper focuses on the role of education in a democracy. Informed by John Dewey’s and Martin Buber’s accounts of what it is to be educated, and Homi Bhabha’s concept of third space work, the paper presents the case for a progressive education for democratic citizenship. Adopting an ethnologically-informed approach, t…
Political science (18 obras) · Sociology (18 obras) · Law (15 obras) · Psychology (12 obras) · Politics (11 obras) · Global Educational Policies and Reforms (10 obras) · Law (10 obras) · Pedagogy (8 obras) · Global Education and Multiculturalism (7 obras) · Public Administration (7 obras)