The Move Towards Managerialism: Perceptions of staff in “traditional” and “new” UK universities

Tertiary Education and Management - The raison d’être of higher education institutions is to educate individuals, undertake research, and disseminate knowledge into the public domain....     

Mediatizing educational policy: the journalistic field,science policy,and cross‐field effects

This paper is concerned to demonstrate the usefulness of the theory of Bourdieu, including the concepts of field, logics of practice and habitus, to understanding relationships between media and policy, what Fairclough has called the ‘mediatization’ of policy. Specifically, the paper draws upon Bourdieu’s accessible account of the journalistic field as outlined in On television and journalism. The usefulness of this work is illustrated through a case study of a recent Australian science policy, The chance to change. As this policy went through various iterations and media representations, its naming and structure became more aphoristic. This is the mediatization of contemporary policy, which often results in policy as sound bite. The case study also shows the cross‐field effects of this policy in education, illustrating how today educational policy can be spawned from developments in other public policy fields.     

Educating the change agents

A fourth year university course in social consultancy provides an example of a course designed specifically to help intending change agents develop consultancy skills. Set up as an informal action research study, the course has improved slowly over almost two decades. Its present form reflects this development over time.Thecoursemakeuseofsystemsconcepts and the concepts of process consultation and action research, as well as the processes and models of Argyris and Schön. By encouraging high levels of interaction it also helps in the development of interactive skills. However, its main emphasis is on the skills of flexibility, confidence and judgement. It illustrates how these the foundation skills are developed through the use of very high levels of participation and responsibility within a class which in many respects is self‐managed.     

Looking East: Shanghai,PISA 2009 and the reconstitution of reference societies in the global education policy field

This paper examines the outstanding performance of Shanghai, China on PISA 2009 and its effects on other national systems and within the global education policy field. The OECD's PISA is helping to create this field by constituting the globe as a commensurate space of school system performance. The effects of Shanghai's success are considered in three other national contexts: the USA, England and Australia. We combine (a) analysis of data from more than 30 research interviews with senior policy actors at the OECD, the IEA and within Australia and England; and (b) document analysis of policy speeches, commissioned research reports and media coverage from the three national contexts. Shanghai's performance in PISA 2009 produced a global ‘PISA-shock’ that has repositioned this system as a significant new ‘reference society’, shifting the global gaze in education from Finland to the ‘East’ at the beginning of the so-called ‘Asian century’.     

Parental agency,identity and knowledge: mothers of children with dyslexia

In this paper we report and analyse findings from part of a two‐year evaluation project which focuses on parent–professional communications over the issues of learning difficulties arising from dyslexia. The key concepts in this study are dyslexia friendly schools and parental partnership, which are discussed in the current policy interest in inclusive education and parent partnership. A conceptual framework has been derived from the study which focuses on parental strategies to ensure adequate provision for their children, knowledge about dyslexia and identity, in particular that of the mother of the child with dyslexia. Excerpts from in‐depth interviews of parents are then presented to illustrate the framework. The significance of the findings is examined in relation to other studies of parent partnership. Implications for a more inclusive version of extended professionalism are also considered.

Parental agency, identity and knowledge: mothers of children with dyslexia

All authors

Carol Buswell Griffiths, Brahm Norwich* Corresponding author. School of Education and Lifelong Learning, University of Exeter, Heavitree Road, Exeter EX1 2LU, UK. Email: B.Norwich@exeter.ac.uk &; Bob Burden

https://doi.org/10.1080/0305498042000260511

Published online:

23 January 2007

Figure 1. Conceptual framework     

417.

Globalizing policy sociology in education: working with Bourdieu     

Bob Lingard  Shaun Rawolle  Sandra Taylor 《教育政策杂志》2013,28(6):759-777

This paper uses Bourdieu to develop theorizing about policy processes in education and to extend the policy cycle approach in a time of globalization. Use is made of Bourdieu’s concept of social field and the argument is sustained that in the context of globalization the field of educational policy has reduced autonomy, with enhanced cross‐field effects in educational policy production, particularly from the fields of the economy and journalism. Given the social rather than geographical character of Bourdieu’s concept of social fields, it is also argued that the concept can be, and indeed has to be, stretched beyond the nation to take account of the emergent global policy field in education. Utilizing Bourdieu’s late work on the globalization of the economy through neo‐liberal politics, we argue that a non‐reified account of the emergent global educational policy field can be provided.     

418.

Teacher professional development as an effect of policy and practice: a Bourdieuian analysis     

Ian Hardy  Bob Lingard 《教育政策杂志》2013,28(1):63-80

This article draws on Bourdieu’s field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of teachers’ work. The policy field demonstrates intra‐field tensions between the federal Quality Teacher Programme (QTP) and a raft of state policies, particularly those associated with the Queensland meta‐policy, Queensland State Education 2010 (QSE2010). To investigate the effects of this complex policy ensemble, the article draws upon the experiences of principals and a group of teachers engaged in professional development across a cluster of six schools in south‐east Queensland, Australia. The specific focus is on the ‘Curriculum Board’, a cross‐school body created by the principals in the participating schools, and its mediated work in policy implementation and teacher learning. The article analyses the effects of the involvement of the principals in the creation of the board, the limiting impact of QTP requirements to involve consultants rather than support for teacher release, and the limited influence of the board on teacher learning and policy implementation in the individual schools. By doing so, the analysis shows the disjunctions between the logics of practice of the policy field and that of teachers’ work, and the ways in which the differing habitus of principals and teachers and teacher members of the board affected teacher learning and policy implementation. It is argued that effective implementation requires learning within and across fields, and more reflexive habitus of policy makers, principals and teachers.     

419.

The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools     

Choshi Kasanda  Noah Gaoseb  Utji Kandjeo‐Marenga  Hileni Kapenda  Bob Campbell 《International Journal of Science Education》2013,35(15):1805-1823

This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers’ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made.     

420.

Gendering in gender research in education: methodological considerations     

Wayne Martino  Goli Rezai-Rashti  Bob Lingard 《International journal of qualitative studies in education》2013,26(4):391-399

     

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Globalizing policy sociology in education: working with Bourdieu

This paper uses Bourdieu to develop theorizing about policy processes in education and to extend the policy cycle approach in a time of globalization. Use is made of Bourdieu’s concept of social field and the argument is sustained that in the context of globalization the field of educational policy has reduced autonomy, with enhanced cross‐field effects in educational policy production, particularly from the fields of the economy and journalism. Given the social rather than geographical character of Bourdieu’s concept of social fields, it is also argued that the concept can be, and indeed has to be, stretched beyond the nation to take account of the emergent global policy field in education. Utilizing Bourdieu’s late work on the globalization of the economy through neo‐liberal politics, we argue that a non‐reified account of the emergent global educational policy field can be provided.     

Teacher professional development as an effect of policy and practice: a Bourdieuian analysis

This article draws on Bourdieu’s field theory and related concepts of habitus and capitals, to explore policy implementation in relation to a particular case of teacher professional development in Queensland, Australia. This implementation process is described as an effect of the interplay between what is called the policy field and the field of teachers’ work. The policy field demonstrates intra‐field tensions between the federal Quality Teacher Programme (QTP) and a raft of state policies, particularly those associated with the Queensland meta‐policy, Queensland State Education 2010 (QSE2010). To investigate the effects of this complex policy ensemble, the article draws upon the experiences of principals and a group of teachers engaged in professional development across a cluster of six schools in south‐east Queensland, Australia. The specific focus is on the ‘Curriculum Board’, a cross‐school body created by the principals in the participating schools, and its mediated work in policy implementation and teacher learning. The article analyses the effects of the involvement of the principals in the creation of the board, the limiting impact of QTP requirements to involve consultants rather than support for teacher release, and the limited influence of the board on teacher learning and policy implementation in the individual schools. By doing so, the analysis shows the disjunctions between the logics of practice of the policy field and that of teachers’ work, and the ways in which the differing habitus of principals and teachers and teacher members of the board affected teacher learning and policy implementation. It is argued that effective implementation requires learning within and across fields, and more reflexive habitus of policy makers, principals and teachers.     

The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools

This paper reports on the use of out‐of‐school everyday contexts in Namibian science classrooms. This use is portrayed against the backdrop of an explicit educational philosophy of learner‐centred teaching. Data were collected through audio‐taped teacher–learner interactions and non‐participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers’ pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their use often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner‐centred teaching. Recommendations for a fuller implementation of learner‐centred teaching are made.