Parlo Singh
Datos Biográficos
| ID | 3638795 |
|---|---|
| NOMBRE | Parlo Singh |
| NOMBRES | Parlo |
| APELLIDO | Singh |
| FIRMA | SINGH P |
| AFILIACIONES | Griffith University |
| ORCID | 0000-0001-6757-2167 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 45 |
| TOTAL DE CITAS | 239 |
| TOTAL COMO AUTOR | 44 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1993 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 9 |
Recontextualising code of conduct policies
This study examines how code of conduct (CoC) policiesFootnote1 function within Australia’s marketised vocational education and training sector, revealing fundamental contradictions in their implementation as instruments of neoliberal governance rather than for ethical guidance. While ostensibly designed to regulate professional behaviour across all employment categories (from teaching staff to administrative personnel, including casual and contr…
Teaching Beyond Normalisation
Standards-based reforms (SBRs), such as the Australian Professional Standards for Teachers (APST), have reshaped teachers’ work and redefined what counts as professional judgement and pedagogic practice. In this paper, we reflect on the logic of remedyism embedded in SBR policies such as the APST, through the theoretical lens of the French philosopher Georges Canguilhem. While such policies are widely understood to normalise teachers’ work in a F…
Decoloniality – Implications for Rethinking Social Justice
Despite growing calls to advance social justice and address deep-seated inequities and gaps, injustice and oppression continue to be perpetrated in contemporary society. This article attempts to review and understand social justice issues and contribute to discussions to addressing the violence of ongoing colonialism. Given the many meanings and conceptualisations of social justice, this review seeks to find out how concepts of decoloniality can …
Struggles over teacher education knowledge in Australia
Transformative leadership
In this article, we draw on a qualitative pilot study to examine how transformative leadership practices can bridge racial and ethnic divisions in multicultural Australia. Through thematic and framework analysis of semi-structured interview and focus group discussions with personnel from Barefoot to Boots, a grassroots refugee support organisation, we explore how participants with experiences of migration engage in everyday practices of disruptio…
Teacher activism
While much has been written about student movements against the neoliberal privatisation of education in Chile, less attention has been given to teacher activism around similar educational matters. In this article, we contribute to the field of teacher activism as a social movement to resist the global education reforms of neoliberal education policies/practices. Data for the study were generated through yarning, photo-yarning and testimonios, me…
The regime of 'post-truth
The emergence of ‘post-truth’ is often associated with the rise of conspiracy theories and the lack of trust in scientific knowledge. This article attempts to theorise the complex division of labour in this regime of ‘post-truth’, with reference to the COVID-19 pandemic/infodemic. First, we argue that the ‘post-truth’ condition mirrors what Foucault called the ‘will to truth’, and that this challenges the procedures and systems by which truth and…
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…
Pedagogic rights, public education and democracy
In this paper, the argument that we make is that public education emerges from when democracy is put into practice in education. For the purposes of this paper we use pedagogic rights as proposed by Basil Bernstein as a way to frame and support this ‘putting into practice’. Democracy, we argue, has to be practiced in two senses: 1) it does not ‘exist’ but has to be continually renewed and brought to life between people, as such it is precarious a…
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…
Teaching and teacher education in the time of Covid-19
At the same time as we look towards happier and most positive futures, it would be unconscionable not to acknowledge in this issue of the journal the situation in which humankind now finds itself, and to consider the terrible toll that the COVID-19 pandemic is having on people’s lives throughout the world. To those who have lost loved-ones, who have been struck down by the virus, who are without work or at risk of being so, who find themselves st…
Climate justice, social justice and the work of teacher education
Over the past 6 months the people of Australia have lived through extreme weather conditions that have changed, challenged and taken lives. Humans have perished and humans have wept. Animals died screaming in fires they could not escape. Whole species of flora and fauna face destruction and there is no turning away from questions about our responsibility for the tragedy. The devastating imagery of bushfires that dominated the end of 2019 are now …
Schooling and poverty
The purpose of this paper is to introduce the special issue on poverty, schooling and research and to tease out and discuss some of the concepts that this kind of writing and research work provokes. We frame the issue, briefly introduce each paper and then discuss “keywords” in four sections: living/knowledge, justice/connection, weakness/education, and affect/anxiety
Naplan discourses
Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools
This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers’ beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers’ professional identities is presented in order to analyse…
Is the 2019 Water Revolution a lesson of emancipatory education? A Rancièrean invitation
This paper starts with an apparently provocative question – can we call the 2019 Water Revolution in Hong Kong a lesson of emancipatory education which awakens students’ critical consciousness and brings the postcolonial regime into democratic renewal? The mass social unrest, which was initially triggered by a controversial extradition legislation, has prompted local journalism and political discourse to speak of ‘the failure of education’: an ou…
Settlement and employment outcomes of black African immigrants in Southeast Queensland, Australia
In this paper, we focus on the economic integration of black African immigrants settling in Queensland by examining their experiences and views on employment within Australia's labor market. The paper draws on findings from a qualitative study conducted in Southeast Queensland. The study examines how black African immigrants define their identity, socio-economic wellbeing and sense of belonging in white majority Australia. The findings suggest th…
Identity, Othering and belonging
This paper aims to contribute to understanding of difference and knowledge on the analysis of the concepts of identity, Othering and belonging not only from a theoretical perspective, but more importantly by relating them empirically to the Australian context in a way that sheds a better light on the experiences of African immigrants to Australia. It draws on data from interviews conducted with 30 black Africans living in South East Queensland. T…
African Immigrants to Australia
The purpose of this paper is to examine the employment experiences of immigrants of African background in the Australian labor market. Drawing on the findings from a qualitative study conducted in South East Queensland, the paper identifies several barriers and challenges faced by Africans to meaningful employment and labor market success. The paper indicates the need to develop targeted policies to eliminate employment discrimination, reduce bar…
Consultants and consultancy
by Helen M. Gunter and Colin Mills, Cham, Switzerland, Springer International Publishing AG, 2017, €74,96 (e-book), €89,99 (Hardcover), ISBN 978-3-319-48879-0
Postcolonial, decolonial research dilemmas
We come to this article as non-Indigenous teacher educators working as qualitative researchers in postcolonial/decolonial (Mignolo, 2000) times. We explore matters related to schooling in remote Australian Indigenous communities. In this article, we respond to Delamont's invitation for qualitative researchers to revisit (Delamont and Hamilton, 1984) and think reflexively (Delamont, 2009) about our field work research methods. In doing so, attenti…
Pedagogic governance
Researchers interested in new modes of social control and regulation through pedagogic means have increasingly drawn on Bernstein’s theories of social control through pedagogic means and the emergence of a totally pedagogised society. This article explores this aspect of the Bernsteinian theoretical project by extrapolating and contrasting Foucault’s and Bernstein’s theories of power knowledge relations, pedagogic discourse and different types of…
Doing education policy enactment research in a minor key
This article discusses ‘minor key research’ and doing this kind of research as ‘response-ability’. We explore the possibilities that education policy enactment research might hold for theorising and doing research, not just for work on ‘how schools do policy’, but also for how researchers do policy research with schools. A methodological question is raised here by us with respect to what researchers might ‘do’ in schools and other policy location…
Explorations in policy enactment
This paper builds on feminist elaborations of Bernstein’s code theory to engage in a series of thought experiments with interview data produced during a co-inquiry design-based research intervention project. It presents three accounts of thinking/writing with data. Our purpose in presenting three different accounts of interview data is to demonstrate the relation between theory and empirical data. In the first two accounts, interview data are int…
Re-presenting, performing critical/post-critical research realities
The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a 'Theory Workshop' (13-15 May 2016) that the Australian Association for Educational Research facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for 'opening up' discussion about the complex relations be…
Pedagogising Knowledge
This paper explores one component of Basil Bernstein's complex theoretical framework dealing with the conversion or translation of knowledge into pedagogic communication. The pedagogic device is described by Bernstein as the ensemble of rules or procedures via which knowledge is converted into classroom talk, curricula and online communication. It is argued that Bernstein's theory of the pedagogic device provides researchers with explicit criteri…
Recontextualising policy discourses
This paper contributes to critical policy research by theorising one aspect of policy enactment, the meaning making work of a cohort of mid-level policy actors. Specifically, we propose that Basil Bernstein’s work on the structuring of pedagogic discourse, in particular, the concept of recontextualisation, may add to understandings of the policy work of interpretation and translation. Recontextualisation refers to the relational processes of sele…
Policy enactment, context and performativity
Recently, critical policy scholars have used the concepts of enactment, context and performativity as an analytic toolkit to illuminate the complex processes of the policy cycle, in particular, the ways in which a multitude of official education reform policies are taken up, challenged and/or resisted by actors in local, situation-specific practices. This set of theoretical tools are usually deployed to analyse interview data collected from a sin…
Identity, Othering and belonging
This paper aims to contribute to understanding of difference and knowledge on the analysis of the concepts of identity, Othering and belonging not only from a theoretical perspective, but more importantly by relating them empirically to the Australian context in a way that sheds a better light on the experiences of African immigrants to Australia. It draws on data from interviews conducted with 30 black Africans living in South East Queensland. T…
Performativity and pedagogising knowledge
Critical policy scholars have increasingly turned their attention to: (1) the work of policy actors engaged in globalized and globalizing processes of policy formation, (2) the global flows or movements of education policies across multifaceted, hybrid networks of public-private agencies, and (3) the complex politics of global-national policy translation and enactment in local school contexts. Scholars have emphasized firstly, the economic turn i…
African Immigrants to Australia
The purpose of this paper is to examine the employment experiences of immigrants of African background in the Australian labor market. Drawing on the findings from a qualitative study conducted in South East Queensland, the paper identifies several barriers and challenges faced by Africans to meaningful employment and labor market success. The paper indicates the need to develop targeted policies to eliminate employment discrimination, reduce bar…
The challenges of participatory research with ‘tech-savvy’ youth
This paper focuses on participatory research and how it can be understood and employed when researching children and youth. The aim of this paper is to provide a theoretically and empirically grounded discussion of participatory research methodologies with respect to investigating the dynamic and evolving phenomenon of young people growing up in networked societies. Initially, we review the nature of participatory research and how other researche…
Settlement and employment outcomes of black African immigrants in Southeast Queensland, Australia
In this paper, we focus on the economic integration of black African immigrants settling in Queensland by examining their experiences and views on employment within Australia's labor market. The paper draws on findings from a qualitative study conducted in Southeast Queensland. The study examines how black African immigrants define their identity, socio-economic wellbeing and sense of belonging in white majority Australia. The findings suggest th…
Pedagogic governance
Researchers interested in new modes of social control and regulation through pedagogic means have increasingly drawn on Bernstein’s theories of social control through pedagogic means and the emergence of a totally pedagogised society. This article explores this aspect of the Bernsteinian theoretical project by extrapolating and contrasting Foucault’s and Bernstein’s theories of power knowledge relations, pedagogic discourse and different types of…
The logic of equity practice in Queensland state education—2010
Educational inequality remains an on-going problem in Australia and elsewhere, and equitable provision of education remains on Commonwealth and state education agendas, if less centrally in recent years. The particular concern of this paper is the on going debate about how to balance two key aspects of social justice - redistribution and recognition of difference - in education policy
Institutional Discourse and Practice. A Case Study of the Social Construction of Technological Competence in the Primary Classroom
In this paper concepts from Bernstein's theory of pedagogic discourse are used to analyse student communication in the computer setting of the classroom. The perceptions of the classroom teacher and year fwe students, four girls and seven boys, about social relations in the classroom are the focus of analysis. It is argued that the pedagogic device of technocratic masculinity is socially constructed to relay power/knowledge relations. In the case…
The regime of 'post-truth
The emergence of ‘post-truth’ is often associated with the rise of conspiracy theories and the lack of trust in scientific knowledge. This article attempts to theorise the complex division of labour in this regime of ‘post-truth’, with reference to the COVID-19 pandemic/infodemic. First, we argue that the ‘post-truth’ condition mirrors what Foucault called the ‘will to truth’, and that this challenges the procedures and systems by which truth and…
Unlocking pedagogic mazes
AcknowledgementThe author would like to thank Ben Williams and Alan Sadovnik for their insightful comments on an earlier version of this paper
Global Cultural Flows and Pedagogic Dilemmas
Sites of internationalized education are the result of, and in turn contribute to, the cultural processes of globalization. These sites have created new education contact zones which may pose moral dilemmas for the teachers therein - in particular for the teachers employed in the cultural contact zones of English as a Second Language (ESL), English for Academic Purposes (EAP), and Foundation preparatory programs. This paper reviews theorizations …
Postcolonial, decolonial research dilemmas
We come to this article as non-Indigenous teacher educators working as qualitative researchers in postcolonial/decolonial (Mignolo, 2000) times. We explore matters related to schooling in remote Australian Indigenous communities. In this article, we respond to Delamont's invitation for qualitative researchers to revisit (Delamont and Hamilton, 1984) and think reflexively (Delamont, 2009) about our field work research methods. In doing so, attenti…
Navigating iScapes
This article extends Appadurai's notion of “scapes” to delineate what we see as “iScapes.” We contend that iScapes captures the way online technologies shape interactions that invariably filter into offline contexts, giving shape and meaning to human actions and motivations. By drawing on research on high school students' online activities we examine the flow of iScapes they inhabit in the process of constructing identities and forming social rel…
Teacher activism
While much has been written about student movements against the neoliberal privatisation of education in Chile, less attention has been given to teacher activism around similar educational matters. In this article, we contribute to the field of teacher activism as a social movement to resist the global education reforms of neoliberal education policies/practices. Data for the study were generated through yarning, photo-yarning and testimonios, me…
Doing education policy enactment research in a minor key
This article discusses ‘minor key research’ and doing this kind of research as ‘response-ability’. We explore the possibilities that education policy enactment research might hold for theorising and doing research, not just for work on ‘how schools do policy’, but also for how researchers do policy research with schools. A methodological question is raised here by us with respect to what researchers might ‘do’ in schools and other policy location…
Doctoral Education, Danger and Risk Management
This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges for universities worldwide in managing doctoral programs to optimise their productivity and minimise the risk of failure, costliness and/or litigation. An effect of this is that professional and personal relationships in universities, as in many other …
Struggles over teacher education knowledge in Australia
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…
Professional Identity and Imagined Student Identity of EIL Teachers in Islamic Schools
This paper contributes to the critical studies literature on English as an International Language (EIL) teacher professional identity. It examines the competing values associated with competencies in language teaching, national curriculum, and school contexts to determine how teachers’ beliefs on what it means to be a professional teacher are shaped. Literature related to language teachers’ professional identities is presented in order to analyse…
Explorations in policy enactment
This paper builds on feminist elaborations of Bernstein’s code theory to engage in a series of thought experiments with interview data produced during a co-inquiry design-based research intervention project. It presents three accounts of thinking/writing with data. Our purpose in presenting three different accounts of interview data is to demonstrate the relation between theory and empirical data. In the first two accounts, interview data are int…
Re-presenting, performing critical/post-critical research realities
The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a 'Theory Workshop' (13-15 May 2016) that the Australian Association for Educational Research facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for 'opening up' discussion about the complex relations be…
The knowledge paradox
Knowledge and Knowers (K & K) by Karl Maton is a curious book. It promises to traverse much territory across the whole gamut of the new sociology of education (NSE), education studies, and the soci
Institutional Discourse and Practice. A Case Study of the Social Construction of Technological Competence in the Primary Classroom
In this paper concepts from Bernstein's theory of pedagogic discourse are used to analyse student communication in the computer setting of the classroom. The perceptions of the classroom teacher and year fwe students, four girls and seven boys, about social relations in the classroom are the focus of analysis. It is argued that the pedagogic device of technocratic masculinity is socially constructed to relay power/knowledge relations. In the case…
Discourses of Computing Competence, Evaluation and Gender
The social construction of computing as an institutionalised practice in Australian primary schools provides a particularly significant case study for testing Bernstein's theory of the structure of pedagogic discourse. During the decade of the eighties, the use of computers \nin schools became an integral feature of policy documents geared to restructuring education in accord with industrial restructuring1 Discourses of gender equity in science, …
Local and official forms of symbolic control
In this paper an analysis is undertaken of the accounts of pedagogic work provided by para-educational personnel working in two government-funded schools situated in a low socio-economic area of an Australian city. Specifically, the paper examines the accounts of two para-educational personnel who identified as Samoan/Pacific Islander and worked to improve the educational outcomes of students from the local Samoan/Pacific Islander community. It i…
Social justice and curriculum renewal for Samoan students
This paper examines the construction of 'socially just' curriculum renewal initiatives for Samoan students in a low socio-economic secondary school. Basil Bernstein's concept of recontextualization is used to investigate the implementation of Queensland's Social Justice Strategy at the school level. Interview data provided by the school's first two 'social justice coordinators' is analysed, focussing on the categorizations of students and discour…
Speaking about Cultural Difference and School Disadvantage. An Interview study of 'Samoan' Paraprofessionals in Designated Disadvantaged Secondary Schools in Australia
This paper uses Bernstein's theory of pedagogic discourse to examine interview accounts of educational disadvantage provided by Samoan community members engaged as paraprofessionals in secondary schools in the Australian state of Queensland. While the interview participants were asked a range of questions for an Australian Research Council funded project on the construction of Australian identities through language and literacy practices, the dat…
Speaking about Cultural Difference and School Disadvantage. An Interview study of 'Samoan' Paraprofessionals in Designated Disadvantaged Secondary Schools in Australia
(2001). Speaking about Cultural Difference and School Disadvantage. An Interview study of 'Samoan' Paraprofessionals in Designated Disadvantaged Secondary Schools in Australia. British Journal of Sociology of Education: Vol. 22, No. 3, pp. 317-337
Pedagogising Knowledge
This paper explores one component of Basil Bernstein's complex theoretical framework dealing with the conversion or translation of knowledge into pedagogic communication. The pedagogic device is described by Bernstein as the ensemble of rules or procedures via which knowledge is converted into classroom talk, curricula and online communication. It is argued that Bernstein's theory of the pedagogic device provides researchers with explicit criteri…
Doctoral Education, Danger and Risk Management
This paper examines how risk management is reworking the doctoral supervisor/candidate relationship. We argue that a larger and more diverse population of doctoral students means special challenges for universities worldwide in managing doctoral programs to optimise their productivity and minimise the risk of failure, costliness and/or litigation. An effect of this is that professional and personal relationships in universities, as in many other …
Global Cultural Flows and Pedagogic Dilemmas
Sites of internationalized education are the result of, and in turn contribute to, the cultural processes of globalization. These sites have created new education contact zones which may pose moral dilemmas for the teachers therein - in particular for the teachers employed in the cultural contact zones of English as a Second Language (ESL), English for Academic Purposes (EAP), and Foundation preparatory programs. This paper reviews theorizations …
The logic of equity practice in Queensland state education—2010
Educational inequality remains an on-going problem in Australia and elsewhere, and equitable provision of education remains on Commonwealth and state education agendas, if less centrally in recent years. The particular concern of this paper is the on going debate about how to balance two key aspects of social justice - redistribution and recognition of difference - in education policy
A new equity deal for schools
In this paper we draw on concepts from policy sociology to analyse the new equity deal for schools in Queensland, Australia. We examine this ‘new deal’ through an analysis of the language of ‘inclusion’ and ‘educational risk’ in key policy documents associated with a major reform of public education in Queensland. In addition, we analyse the interview talk of key policy actors involved in policy framing, carriage and monitoring. We note that glob…
Toolkits, Translation Devices and Conceptual Accounts
For over four decades, Basil Bernstein researched 'the internal organisation and educational context of the school' specifically, and educational systems generally. In particular, he was interested in the powerful forms of knowledge transmitted through schooling systems; who gained access to these forms of knowledge; how they did so; and with what consequences. His research began by examining the differences between language and communication pat…
The challenges of participatory research with ‘tech-savvy’ youth
This paper focuses on participatory research and how it can be understood and employed when researching children and youth. The aim of this paper is to provide a theoretically and empirically grounded discussion of participatory research methodologies with respect to investigating the dynamic and evolving phenomenon of young people growing up in networked societies. Initially, we review the nature of participatory research and how other researche…
Navigating iScapes
This article extends Appadurai's notion of “scapes” to delineate what we see as “iScapes.” We contend that iScapes captures the way online technologies shape interactions that invariably filter into offline contexts, giving shape and meaning to human actions and motivations. By drawing on research on high school students' online activities we examine the flow of iScapes they inhabit in the process of constructing identities and forming social rel…
Knowledge work at the boundary
This paper aims to contribute to the literature about boundary crossing and explicate how boundaries carry learning potential. We aim to do this by theorising the work of school-based researchers (SBRs) in a school–university partnership project aimed at addressing issues of educational disadvantage. We conceptualise the worlds of teaching and research as characterised by different types of knowledge work and ways of knowing, and by different int…
Recontextualising policy discourses
This paper contributes to critical policy research by theorising one aspect of policy enactment, the meaning making work of a cohort of mid-level policy actors. Specifically, we propose that Basil Bernstein’s work on the structuring of pedagogic discourse, in particular, the concept of recontextualisation, may add to understandings of the policy work of interpretation and translation. Recontextualisation refers to the relational processes of sele…
Unlocking pedagogic mazes
AcknowledgementThe author would like to thank Ben Williams and Alan Sadovnik for their insightful comments on an earlier version of this paper
Policy enactment, context and performativity
Recently, critical policy scholars have used the concepts of enactment, context and performativity as an analytic toolkit to illuminate the complex processes of the policy cycle, in particular, the ways in which a multitude of official education reform policies are taken up, challenged and/or resisted by actors in local, situation-specific practices. This set of theoretical tools are usually deployed to analyse interview data collected from a sin…
Performativity and pedagogising knowledge
Critical policy scholars have increasingly turned their attention to: (1) the work of policy actors engaged in globalized and globalizing processes of policy formation, (2) the global flows or movements of education policies across multifaceted, hybrid networks of public-private agencies, and (3) the complex politics of global-national policy translation and enactment in local school contexts. Scholars have emphasized firstly, the economic turn i…
The knowledge paradox
Knowledge and Knowers (K & K) by Karl Maton is a curious book. It promises to traverse much territory across the whole gamut of the new sociology of education (NSE), education studies, and the soci
Explorations in policy enactment
This paper builds on feminist elaborations of Bernstein’s code theory to engage in a series of thought experiments with interview data produced during a co-inquiry design-based research intervention project. It presents three accounts of thinking/writing with data. Our purpose in presenting three different accounts of interview data is to demonstrate the relation between theory and empirical data. In the first two accounts, interview data are int…
Re-presenting, performing critical/post-critical research realities
The aim of this paper is to focus on the relations between theory and research methods in educational research by mapping out our own research journeys. The paper arises out of a plenary talk at a 'Theory Workshop' (13-15 May 2016) that the Australian Association for Educational Research facilitated with Griffith University in Brisbane. This introductory talk attempted to create the space for 'opening up' discussion about the complex relations be…
Pedagogic governance
Researchers interested in new modes of social control and regulation through pedagogic means have increasingly drawn on Bernstein’s theories of social control through pedagogic means and the emergence of a totally pedagogised society. This article explores this aspect of the Bernsteinian theoretical project by extrapolating and contrasting Foucault’s and Bernstein’s theories of power knowledge relations, pedagogic discourse and different types of…
Doing education policy enactment research in a minor key
This article discusses ‘minor key research’ and doing this kind of research as ‘response-ability’. We explore the possibilities that education policy enactment research might hold for theorising and doing research, not just for work on ‘how schools do policy’, but also for how researchers do policy research with schools. A methodological question is raised here by us with respect to what researchers might ‘do’ in schools and other policy location…
Consultants and consultancy
by Helen M. Gunter and Colin Mills, Cham, Switzerland, Springer International Publishing AG, 2017, €74,96 (e-book), €89,99 (Hardcover), ISBN 978-3-319-48879-0
Sociology (36 obras) · Political science (28 obras) · Global Educational Policies and Reforms (22 obras) · Educational Theory and Curriculum Studies (20 obras) · Law (19 obras) · Pedagogy (17 obras) · Epistemology (13 obras) · Educator Training and Historical Pedagogy (12 obras) · Law (12 obras) · Social science (12 obras)