ABSTRACT

In her ethnographic study, Factories for learning: Making race, class and inequality in the neoliberal academy (2017), Christine Kulz depicts an oppressive system in a United Kingdom secondary school, Dreamfields. Kulz illustrates how many children and teachers are stripped of their autonomy, rights and dignity. In this article, Northfields, a school like Dreamfields, is profiled. Like Dreamfields, Northfields is an authoritarian, heavily surveilled institution with both teachers and pupils often being reprimanded for minor transgressions. This case study shows how an English teacher managed to successfully use Reciprocal Teaching in her classroom, even though its emphasis on co-operative learning was contrary to the spirit of Northfields. Reciprocal Teaching changes the way pupils and teachers see themselves, improves their discussion, reading and exam results. Reciprocal Teaching re-orders education by fostering meaningful relationships, challenging the hegemony of neoliberal schools: it is a rebellion against their authoritarianism.

摘要

在她的民族志研究《学习工厂：在新自由主义学院中制造种族、阶级和不平等》（2017 年）中，克里斯汀·库尔茨（Christine Kulz）描绘了英国中学 Dreamfields 的压迫制度。Kulz 说明了有多少儿童和教师被剥夺了自主权、权利和尊严。在本文中，介绍了像 Dreamfields 这样的学校 Northfields。与 Dreamfields 一样，Northfields 是一个专制的、受到严密监视的机构，教师和学生经常因为轻微的违规行为而受到谴责。这个案例研究展示了一位英语教师如何在她的课堂上成功地使用互惠教学，尽管它对合作学习的强调与诺斯菲尔德的精神背道而驰。互惠教学改变了学生和教师看待自己的方式，改善了他们的讨论，阅读和考试成绩。互惠教学通过培养有意义的关系来重新安排教育，挑战新自由主义学校的霸权：这是对他们威权主义的反叛。