There’s nothing standard about standards”
Exploring tensions between two standards documents in higher education
Bibliographic Data
| ID | 11954572 |
|---|---|
| Authors | Terri Bourke (0000-0001-7298-9637, Queensland University of Technology, corresponding author), Jennifer Carter (0000-0002-9585-0627, University of the Sunshine Coast) |
| Year | 2016 |
| Volume | 40 |
| Issue | 3 |
| Pages | 409-424 |
| Publication date | 2016-03-17 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Geography in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2016.1144730 |
| OpenAlex | W2325325995 |
| Language | EN |
| Citations received | 2 |
| References cited | 32 |
Quality in education at the tertiary level is constantly questioned, and increasingly “professional standards” are offered as the solution to the perceived decline in quality. Foucauldian archaeological analysis of teacher graduate and geography graduate standards in Australia is conducted, revealing tensions between the different document sets. Teacher graduate standards reflect two discourses (one of knowledge and understanding, and one of skills) that are anti-intellectual and based on jargon and formulaic prescriptions. In contrast, disciplinary standards give primacy to geography as an intellectual inquiry such that its knowledge and understanding, skills, and concepts lead to progressively higher order thinking in graduates
Academic standards · Discipline · Epistemology · Higher education · Jargon · Linguistics · Mathematics education · Nothing · Order (exchange · Pedagogy · Political science · Quality (philosophy · Social science · Sociology · Education and Public Policy · Educator Training and Historical Pedagogy · Geography Education and Pedagogy · Psychology
Education reform
Four Ages of Professionalism and Professional Learning
From Constructivism to Realism in the Sociology of the Curriculum
Why “What Works” Won’t Work
Archaeology of Knowledge
Benchmark Standards for Geography
Good teachers on dangerous ground
Beginning teacher standards for physical education
JGHE Symposium
Over the Threshold—Setting Minimum Learning Outcomes (Benchmarks) for Undergraduate Geography Majors in Australian Universities
Appropriating professionalism
Foucault, Docile Bodies and Post-Compulsory Education in Australia
Why ‘What Works’ Still Won’t Work
Geography and the Australian Curriculum
What Matters Most for Teacher Educators
What is Plan B? Using Foucault's archaeology to enhance policy analysis
Policy Trajectories
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2018 - 2025 (8) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |