Policy, Practice and Purpose in the Field of Education: A Critical Review

Autor/in	Blackmore, Jill
Titel	Policy, Practice and Purpose in the Field of Education: A Critical Review
Quelle	In: Critical Studies in Education, 51 (2010) 1, S.101-111 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
Schlagwörter	Discourse Analysis; Social Stratification; Articulation (Education); Educational Change; Social Mobility; Educational Policy; Teaching Methods; Education Majors; Higher Education; Governance; Professional Development; Foreign Countries; Educational Improvement; Educational Practices; Educational Sociology; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Diskursanalyse; Soziale Zusammensetzung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Bildungsreform; Soziale Mobilität; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Ausland; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Bildungssoziologie; Erziehungssoziologie; Australien; Großbritannien
Abstract	This paper provides a critical review of papers in this special issue on Bourdieu and practice. What is different about this collection is that, in analysing policy and practice through a Bourdieusian lens, the thinking tools of field, disposition (collective and individual), logics of practice and doxa have been mobilised with regard to the "social practices" of educational policy--its production, circulation and reception. First, these papers illustrate how, as a field, education has its own language, boundaries and power relations informed by particular modes of distinction and legitimation around different forms of capital formation, thus providing explanations for both social mobility and social stratification. Second, this collection foregrounds "policy as practice" in terms of the social practices involved in the production of policy, the practices involved with the articulation and vernacularisation of policy through the processes of its reception, as well as the intent and effects of policy changing practice. Third, in focusing on specific policy problematics in higher education and schools, teacher professional development, leadership and educational reform, these contributions illustrate multiple methodological approaches as to how Bourdieu's thinking tools can be used to theorise educational policy, change, practice and effects. The value of Bourdieu's work lies on getting past the impasses between divisions between material and cultural analyses, between the materialist and linguistic focus, by talking about social practices, what people are doing, how they are thinking and how they are acting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10