International Studies in Sociology of Education IF值2023-刊鹿论文编译

Disruptive knowledge: sociologies of educational spaces and processes

Abstract:

We are delighted to introduce the first general issue of 2019 with four research papers that bring together diverse analyses of educational spaces and processes. While different in site, scope and methodology, these papers are linked by their critical inspection of how knowledge about, and practices of, education are normatively produced. Erica Burman’s methodological intervention – what she calls ‘child as method’ – opens the issue with a call to rethink the normative assumptions about childhood contained within educational research, policy and practice. The international significance of such work is profound, given the growing emphasis within the field of international development on interventions in early childhood care and education. Burman calls into question the link made between child development and the projects of national and global development. Urging us to critically consider how the child is mobilised within political domains, she offers a reflexive framework to challenge and reshape the global production of knowledge in education. She suggests the ‘child as method’ approach requires us to detach the child from projects of national development, and instead actively challenge models of childhood that service the production and legitimation of hierarchies – whether relating to adult-child relations or classed, racialised, geopolitical, and gendered systems of division and domination. As an important intervention in our global field of scholarship, Burman calls for the de-imperialisation of educational research, to challenge the enduring colonialism contained in research methodologies and practices. For those working in the field of international development, it is also a call to disrupt how notions of ‘progress’ and ‘development’ themselves are understood. The assumptions contained within the political field of international development are also critically examined in Donella Cobb’s article on open educational resources (OERs). She notes how ‘open education’ has been politically attractive to reformers, with its promise to ‘remove physical and architectural barriers to education and therefore provide free or “open access” to education’ (p. 28). Through a detailed analysis drawing on Bernsteinian theory, Cobb shows how emancipatory, economic, and cognitive narratives about the potential of open education have been challenged and recontextualised across different policy fields of OER. The paper powerfully shows how official justifications of OER have been largely INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION 2019, VOL. 28, NO. 1, 1–3 https://doi.org/10.1080/09620214.2019.1556847

Author Listing： Arathi Sriprakash;Caroline Sarojini Hart

Volume： 28

Pages： 1 - 3

DOI： 10.1080/09620214.2019.1556847

Language： English

Journal： International Studies in Sociology of Education

International Studies in Sociology of Education

INT STUD SOCIOL EDUC

影响因子：1.5

是否综述期刊：否

是否OA：否

是否预警：不在预警名单内

发行时间：-

ISSN：0962-0214

发刊频率：-

收录数据库：ESCI/Scopus收录

出版国家/地区：-

出版社：Taylor & Francis

期刊介绍

年发文量	18
国人发稿量	1
国人发文占比	7.14%
自引率	0.0%
平均录取率	-
平均审稿周期	-
版面费	-
偏重研究方向	SOCIOLOGY-
期刊官网	https://www.tandfonline.com/toc/riss20/current
投稿链接	-

质量指标占比

研究类文章占比	OA被引用占比	撤稿占比	出版后修正文章占比
100.00%	38.46%	-	-

预警情况

时间	预警情况
2025年03月发布的2025版	不在预警名单中
2024年02月发布的2024版	不在预警名单中
2023年01月发布的2023版	不在预警名单中
2021年12月发布的2021版	不在预警名单中
2020年12月发布的2020版	不在预警名单中

JCR分区 WOS分区等级：Q2区

版本	按学科	分区
WOS期刊SCI分区（2021-2022年最新版）
	SOCIOLOGY	Q2
	EDUCATION & EDUCATIONAL RESEARCH	Q2

中科院分区

版本	大类学科	小类学科	Top期刊	综述期刊
暂无数据