Showing papers in "British Journal of Educational Studies in 2003"
Journal Article•
TL;DR: In this paper, the authors describe new social practices and new literacies along with kinds of knowledge associated with them, and argue that education requires a shift in mindset, and suggest how and where pursuit of progressive change might begin.
Abstract: Literacy education continues to be dominated by a mindset that has passed its use-by date. Education has failed to take account of how much the world has changed during the information technology revolution. It proceeds as though the world is the same as before - just somewhat more technologized. This is the hallmark of an 'outsider' mindset. In fact, qualitatively new literacies and new kinds of knowledge associated with digitally saturated social practices abound. 'Insiders' understand this, 'outsiders' do not. Yet 'outsider' perspectives still dominate educational
directions. Meanwhile, student 'insiders' endure learning experiences that mystify, bemuse, alienate and miseducate them. This book describes new social practices and new literacies, along with kinds of knowledge associated with them. It shows what is at stake between 'outsider' and
'insider' mindsets, argues that education requires a shift in mindset, and suggests how and where pursuit of progressive change might begin.
1,040 citations
Journal Article•
TL;DR: The authors make the case for "discursive literacy" in educational and social research, and show how knowledge, power, identities, and reality are constructed and problematised in discourse, and the author develops a critical awareness of the researcher's role as writer/reader of texts.
Abstract: This book is both practical and provocative. It demonstrates the insights and the challenges of a discourse-based orientation to educational and social research. Drawing on a variety of educational and social science 'texts' - including press articles, life history interviews, parent-teacher consultations, policy debates and ethnographies - the author shows how knowledge, power, identities and realities are constructed and problematised in discourse. The book also deals with research itself as discursive practice, examining the texts that qualitative researchers produce and consume: reports, monographs, journal articles. Practical examples are included for researchers and graduate students wishing to 'interrogate' their own data from a discourse perspective. The author develops a critical awareness of the researcher's role as writer/reader of texts. The book makes the case for 'discursive literacy' in research. While its primary allegiances are to poststructuralism and deconstruction, it draws from a wide range of disciplines, including interaction sociology, feminist ethnography, literary theory, critical discourse analysis and art history. What holds the book together is the persistent question: how to do educational research and social research within a 'crisis of representation' that has unsettled the relationship between words and worlds?
480 citations
TL;DR: Since the end of the 1990s, creativity has become a growing area of interest once more within education and wider society as mentioned in this paper and this growth in emphasis and value placed on encouraging creativity can be seen as being in stark contrast with the government policy prevalent from the late 1980s onward.
Abstract: Since the end of the 1990s, creativity has become a growing area of interest once more within education and wider society. In England creativity is now named within the school curriculum and in the curriculum for children aged 3–5. There are numerous government and other initiatives to foster individual and collective creativity, some of this through partnership activity bringing together the arts, technology, science and the social sciences. As far as education is concerned, this growth in emphasis and value placed on encouraging creativity can be seen as being in stark contrast with the government policy prevalent from the late 1980s onward. One of the underpinning themes and justifications for this re-kindling of interest in fostering creativity is that the individual and collective empowerment which is fostered by the development of creative skill is seen to be a good thing at the social and economic level in particular (Craft, 2002). These justifications have been discussed elsewhere (Jeffrey and Cr...
282 citations
Journal Article•
249 citations
Journal Article•
160 citations
TL;DR: In this paper, a framework for conceptualizing social justice in education, drawing particularly on Martha Nussbaum's (2000) capabilities approach, is developed for widening participation and pedagogical implications in higher education in England.
Abstract: This paper develops a framework for conceptualising social justice in education, drawing particularly on Martha Nussbaum's (2000) capabilities approach. The practical case for consideration is that of widening participation and pedagogical implications in higher (university) education in England. While the paper supports the value and usefulness of Nussbaum's list of ten capabilities for developing a more radical and challenging language and practice for higher education pedagogies, it also argues that her approach is limited. Other ways of conceptualising social justice are also required in order to develop adjudicating theories which enable us to judge which practices take us closer to social justice. An argument is made for ‘bivalent’ theorising which integrates individual and institutional development and agents and social structures.
142 citations
TL;DR: The authors reviewed some of these controversies in the light of recent educational and research studies, focusing on the effects of faith-based schooling on personal and intellectual autonomy and the wider consequences of such schooling for social harmony, race relations and the common good of society.
Abstract: Much of the political and public debate about faith-based schooling is conducted at the level of generalised assertion and counter-assertion, with little reference to educational scholarship or research. There is a tendency in these debates to draw upon historical images of faith schooling (idealised and critical); to use ideological advocacy (both for and against) and to deploy strong claims about the effects of faith-based schooling upon personal and intellectual autonomy and the wider consequences of such schooling for social harmony, race relations and the common good of society. This paper will attempt to review some of these controversies in the light of recent educational and research studies. Particular attention will be given to research investigations of Catholic schooling systems in various cultural and political contexts, studies which are largely unknown outside the Catholic community. In addition to reviewing educational studies of faith-based schooling, the paper will offer critical appra...
80 citations
TL;DR: The field of educational leadership is multi-site, in which those who study and practice leadership are located within networks which connect across institutions and sectors as discussed by the authors, and six interconnected typologies of knowledge production are presented: Producers, Positions, Provinces, Practices, Processes and Perspectives.
Abstract: The field of educational leadership is multi-site, in which those who study and practice leadership are located within networks which connect across institutions and sectors. Charting the growth of this dynamic field is the central purpose of this paper and six inter-connected typologies of knowledge production are presented: Producers, Positions, Provinces, Practices, Processes and Perspectives. We argue that these typologies enable those involved to generate descriptions and understandings of the interplay between researching, theorising and practising in educational settings. This focus on knowledge production enables us to be mappers, to undertake mapping and to produce maps. These, we would stress, are all political processes through which we challenge what is said to be known and make our own claims to know. As such our agency to make choices within our practice as researchers, theorists, and practitioners is exercised within a complex setting of organ-isational, cultural and social structures.
78 citations
TL;DR: The authors re-examine the underachievement debate from the perspective of the "discourse of derision" that surrounds much writing in this area, and suggest a more innovative approach for understanding, re-evaluating and perhaps rejecting the notion of underachorement.
Abstract: The paper re-examines the underachievement debate from the perspective of the ‘discourse of derision’ that surrounds much writing in this area. It considers the contradictions and inconsistencies which underpin much of the discourse – from a reinterpretation of examination scores, to the conflation of the concepts of ‘under’ and ‘low’ achievement and finally to the lack of consensus on a means of defining and measuring the term underachievement. In doing so, this paper suggests a more innovative approach for understanding, re-evaluating and perhaps rejecting the notion of underachievement
66 citations
TL;DR: This paper explored the connections between School Effectiveness as a research paradigm and developments in policy and practice, with a particular focus on the English school system, examined as a discourse which underpins the accountability regime, and in terms of its influence on the related field of School Improvement.
Abstract: This paper explores the connections between School Effectiveness as a research paradigm and developments in policy and practice. With a particular focus on the English school system, ‘effectiveness’ is examined as a discourse which underpins the accountability regime, and in terms of its influence on the related field of School Improvement. Anti-democratic tendencies in areas such as school leadership, teacher professionalism, curriculum and pedagogy are related to a failure, at the heart of the ‘effectiveness’ concept, to give critical consideration to social and educational aims.
53 citations
TL;DR: There is a resurgence of matters emotional in education as mentioned in this paper and the effective school seems set to become the affective school, alongside the discourse of instrumental rationality which is associated with the effective schools movement, is emerging one which speaks of the emotions and creativity.
Abstract: There is a resurgence of matters emotional in education. The concept of ‘emotional intelligence’ is an example. The effective school seems set to become the affective school. Alongside the discourse of instrumental rationality, which is associated with the effective schools movement, is emerging one which speaks of the emotions and creativity. Some possible explanations of this emerging affective tendency are considered. The argument is that a greater emphasis on both the emotions and on creativity can be regarded as functional for the economy. That is, it facilitates production, in both the high–tech and in the high–touch modes of economic activity. And it ‘produces’ consumers (in that pupils are would–be consumers) who are emotionally aware and creative in their quests to construct an identity. In sum, the expressive seems set to be managed for instrumental purposes.
TL;DR: If good quality randomised trials are to inform policy and practice in education then rigorous trials need to be designed that are the least susceptible to threats to their validity.
Abstract: Randomised controlled trials (RCTs) are often seen as the ‘gold standard’ of evaluative research. However, whilst randomisation will ensure comparable groups, trials are still vulnerable to a range of biases that can undermine their internal validity. In this paper we describe a number of common threats to the internal validity of RCTs and methods of countering them. We highlight a number of examples from randomised trials in education and health care where problems of execution and analysis of the RCT has undermined their internal validity. However, awareness of these potential biases can lead to careful planning to avoid or reduce their occurrence. If good quality randomised trials are to inform policy and practice in education then rigorous trials need to be designed that are the least susceptible to threats to their validity.
TL;DR: What multi–level modelling is, why it is used, and what its limitations are are are described in the hope that some readers will be enthused sufficiently to become appropriately critical ‘consumers’ of research using this approach, so building research capacity, and easing pressures on ‘specialist’ reviewers.
Abstract: This paper is intended to be a consideration of the role of multi–level modelling in educational research. It is not a guide on how to design or perform such an analysis. There are several references in the text to sources that teach the practicalities perfectly well, and the technique is anyway similar to other forms of regression and to analysis of variance. Rather, the paper describes what multi–level modelling is, why it is used, and what its limitations are. It does so in the hope that some readers will be enthused sufficiently to become appropriately critical ‘consumers’ of research using this approach, so building research capacity, and easing pressures on ‘specialist’ reviewers. Anyone who can read or perform standard multivariate analyses can understand, referee, or conduct a multi–level model. Additionally, the paper makes three key points. The generally small sample size in each cluster at the lowest level of any multi–level model means that there is a danger of a greater bias in the results th...
TL;DR: In this paper, a local Learning and Skills Council supported by work on widening participation to higher education (HE) in another London sub-region is described as a whole from ‘Foundation Learning’ in compulsory schooling to post-compulsory ‘Lifelong Learning in further, higher and continuing education and training thereafter.
Abstract: Government policy aims at a ‘seamless web’ of learning provision. This is exemplified in a local Learning and Skills Council supported by work on widening participation to higher education (HE) in another London sub-region. The emerging system described is comprehended as a whole from ‘Foundation Learning’ in compulsory schooling to post-compulsory ‘Lifelong Learning’ in further, higher and continuing education and training thereafter.
TL;DR: The authors examine the epistemological framework that underpins practice in particular educational contexts and explore arguments that call for increased rigour in educational research as well as the use of systematic reviews.
Abstract: This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon ‘post-modern’ conceptualisations of practice, setting these against research concerned with generalisability that veers towards traditional positivist claims. The paper concludes by suggesting that such arguments readily fold back into a conservative empiricism and a more appropriate position should be based upon dialogue across a range of constituents. However, such a notion needs to recognise social antagonism as well as aspirations towards the deepening of notions of social justice.
TL;DR: In this article, the authors examine the impact of recent policy on the nature of competition within English higher education (HE) for students and examine the extent to which the experience of similar market-based reforms on the English secondary schooling system is being replicated in HE.
Abstract: We examine the impact of recent policy on the nature of competition within English higher education (HE) for students. Revisions made to the method of allocating Higher Education Funding Council for England (HEFCE) teaching funds and the introduction of performance monitoring and targeted recruitment premiums have changed the incentives facing higher education institutions (HEI)s when designing recruitment strategies. We consider the extent to which the experience of similar market-based reforms on the English secondary schooling system is being replicated in HE. Promoting increased competition by comparison was advocated as a means of stimulating greater allocative, technical and dynamic efficiency in both schools and universities. Similarly, relaxing institutions’ capacity constraints and introducing targeted financial incentives have been touted as effective mech-anisms to assist the attainment of policy objectives. However, the experience of market-based reforms of state secondary schooling indicates ...
TL;DR: In this paper, a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy (NNS) is presented.
Abstract: This paper draws on a study of numeracy coordinators in primary schools in the UK in the second year of the implementation of the National Numeracy Strategy (NNS). It identifies them as working between three main tasks: embedding the Strategy, sustaining teacher collegiality and auditing accountability. We identify tensions in ‘being a coordinator’ in relation to these tasks, especially for discourse and identity. We assess the usefulness of the metaphor of ‘brokering’ in ‘communities of practice’ (Wenger, 1998) to theorise such tensions. We conclude with some reservations about the metaphor, especially in the way the tensions are discursively performed in relation to the rate of change, complexity of notions of professional identity, and the problematic ‘community’ status of audit in the educational context.
TL;DR: In this paper, the authors examine the definitions of literacy in operation in secondary schools, and the relationship between official literacy policy and the practices of the agents responsible for implementing this policy, and critically review the concept of "school literacy" promoted in government policy, defining it as "school-centric literacy" and question its ability to facilitate participation in the practices associated with the media and technological literacies which are increasingly a feature of school life.
Abstract: This article examines the definitions of literacy in operation in secondary schools, and the relationship between official literacy policy and the practices of the agents responsible for implementing this policy. We trace the history of national ‘policy’ back to the Language Across the Curriculum movement of the 1970s as it provides an illustrative point of comparison with the first five years of the National Literacy Strategy. Drawing on empirical data which illuminate the views, perceptions and practices of key agents on a number of levels, we critically review the concept of ‘school literacy’ promoted in government policy, defining it as ‘school–centric literacy’ and question its ability to facilitate participation in the practices associated with the media and technological literacies which are increasingly a feature of school life. There is evidence of some unplanned effects of the current national policy but also that levels of agency, for literacy teachers in particular, may be rapidly diminishing.
TL;DR: The authors argue that to conflate subjecthood and citizenship in unacknowledged ways may serve to perpetuate the status quo and is potentially unhelpful to the development of young people's critical thinking.
Abstract: This paper addresses the teaching of citizenship in schools and focuses on the monarchy as an example of one issue often ignored within curriculum discourse. We argue that to conflate subjecthood and citizenship in unacknowledged ways may serve to perpetuate the status quo and is potentially unhelpful to the development of young people's critical thinking.
TL;DR: The authors argue that social contingency is characterised by a variety of distinctive features that include unpredictability, relationality and ethical demands, and they argue that the different nature of contingency in these domains makes them inappropriate as met...
Abstract: Economics is privileged in contemporary government policy such that all human transactions are seen as economic forms of exchange. Education has been discursively restructured according to the logic of the market, with education policy being increasingly colonised by economic policy imperatives. This paper explores some of the consequences of this re-framing which draws upon metaphors from industrial and business domains. This paper examines a significant dimension of teaching that currently has marginal presence in official discourse: social contingency. We argue that social contingency is characterised by a variety of distinctive features that include unpredictability, relationality and ethical demands. The significance of social contingency is highlighted by a comparison with industrial production, which is organisationally contingent, and craft production, which is characterised as materially contingent. We argue that the different nature of contingency in these domains makes them inappropriate as met...
TL;DR: In this paper, the authors examined the role of those most closely involved in policy development in Wales and the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987.
Abstract: The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the ‘national’ and ‘territorial’ arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act.
TL;DR: This article proposed a distinction between envy as a vice and justified resentment aroused by perceived injustices in the social distribution of primary goods, including education, and examined the conditions necessary for a politics of justified resentment.
Abstract: This paper addresses the somewhat neglected topic of envy and its relationship to education and social inequality in Britain. Drawing on the work of Rawls, Runciman and Crosland, the paper proposes a distinction between envy as a vice and ‘justified resentment’ aroused by perceived injustices in the social distribution of primary goods, including education. Various pejorative uses of the term ‘the politics of envy’ in UK politics are examined. The conditions necessary for a politics of justified resentment are then analysed. Current developments in higher education in the UK are discussed with reference to signs of the emergence of new social resentments among the relatively highly educated. Prospects for a wider politics of justified resentment are assessed in relation to a range of emergent policies and priorities of New Labour in government.
TL;DR: In this paper, professional value commitment is defined as "the commitment of a professional to a set of values" and defined in terms of the value of a person's work and its contribution to the community.
Abstract: (2003). Editorial: Professional Value Commitments. British Journal of Educational Studies: Vol. 51, No. 4, pp. 317-319.
TL;DR: In this article, the authors assess the extent to and ways in which policy development and implementation on adult basic skills (literacy and numeracy) within the National Probation Service (NPS) are evidence-based.
Abstract: This article draws upon issues within the debate on evidence–based policy raised in the academic literature and in recent government documentation. The article assesses the extent to and ways in which policy development and implementation on adult basic skills (literacy and numeracy) within the National Probation Service (NPS) are evidence–based. It is argued that the albeit limited amount of empirical evidence on adult basic skills, methodological insights gained through empirical research, and expert opinion have shaped the NPS basic skills strategy. To enhance policy implementation, findings from the NPS pathfinder evaluation have been disseminated to practitioners. It is aimed to build research evidence on basic skills in the NPS in a cumulative way and to use findings to shape policy development on an ongoing basis. The lack of a systematic review on adult basic skills is used to explore reasons for gaps in evidence–based policy on basic skills in the NPS. The article concludes that a range of types ...