Bernstein revisited: the recontextualisation of equity in contemporary Australian school education

Loughland, Tony; Sriprakash, Arathi

doi:10.1080/01425692.2014.916604

Cited by 32 publications

(17 citation statements)

References 19 publications

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“…In Bernstein’s terms, this concerns the ORF (the state and aligned agencies) and the PRF (ADUs, academics, departments of education) and the blurring of the two. It has been argued that agencies either part of or aligned with the ORF are having an increasing influence (see for example, Lim, 2017; Loughland and Sriprakash, 2016). The HEA appears aligned with the ORF in the sense that it is addressing, as well as informing, government policy agendas on higher education.…”

Section: Discussionmentioning

confidence: 99%

‘Embedded into the core’: The discursive construction of ‘policy’ in higher education learning and teaching documents and its recontextualisation in practices

Horrod

2020

Discourse & Society

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With increasing competition and metrics focusing on teaching quality (e.g. the teaching excellence framework or TEF), there is a spotlight on learning and teaching (L&T) in policies and practices within universities. Bodies at national and institutional levels focus on disseminating policy ideas on L&T which are oriented to government priorities. This article focuses on how policy itself is discursively constructed in selected L&T policy documents and explores the means of the recontextualisation of policy discourses. I discuss the following three findings: (1) the construction of policy as ‘embedded within processes and practices’, (2) shifts in genre and discursive strategies as policy ideas become short guidelines and (3) the role of ‘discursive mechanisms’ in forcing engagement with policy ideas. Through an analysis of discursive strategies and recontextualisation, I demonstrate the seeming insecurity around policy compliance and show how constructions of L&T are never value-free.

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Section: Discussionmentioning

confidence: 99%

‘Embedded into the core’: The discursive construction of ‘policy’ in higher education learning and teaching documents and its recontextualisation in practices

Horrod

2020

Discourse & Society

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“…One of the peripheral storylines in this paper is how well Bernstein's ideas of fields (the primary or production field, the ORF/PRF, and the reproduction field) and associated rules are attuned to the processes of knowledge transformation under the conditions of outsourcing. However, as Loughland and Sriprakash (2016) argue, Bernstein's network of ideas/theories are highly adaptable. In this case this, the journey that knowledge travels through the various fields and the rules to which it becomes subjected may be different to that described by Bernstein.…”

Section: Discussionmentioning

confidence: 99%

The pedagogisation of health knowledge and outsourcing of curriculum development: the case of the Stephanie Alexander Kitchen Garden initiative

Rossi

Kirk

2020

Discourse: Studies in the Cultural Politics of Education

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curriculum compliant. As a consequence, the choice, sequence and timing of the learning materials associated with the scheme, mimicked many of the learning elaborations across multiple subject/learning areas of the Australian Curriculum through an elaborate mapping exercise. In the secondary field, it was apparent that it was the co-workers and ancillary staff brought in to do the garden and kitchen work as a horizontal discourse, who managed to keep the original and innovative ideas of the 'garden to plate' learning experiences alive and fulfil the intent of the program.

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“…The government rejected giving more power to the Commonwealth in order to 'return power to where it should be: school principals, school communities, parents and the education authorities' (Australian Government, 2014, p. 5). The Gonski Review and the following debate on school funding, equity and governance have resulted in a substantial output of journal articles and other publications addressing these questions (Keating and Klatt, 2013;Kenway, 2013;Savage et al, 2013;Windle and Stratton, 2013;Campell and Proctor, 2014;Windle, 2014;Hanrahan, 2015;Loughland and Sriprakash, 2016).…”

Section: Introductionmentioning

confidence: 99%

The Enduring Quest for Equity in Education: Comparing Norway and Australia

Volckmar

2018

Scandinavian Journal of Educational Research

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Her research interests include education reforms in Norway since the Second World War. She has contributed to The Nordic Education Model. 'A School for All' Encounters Neo-Liberal Policy, which is a result of the NordNet research network. Volckmar is also the editor of Utdanningshistorie. Grunnskolen som samfunnsintegrerende institusjon [History of Education. Compulsory school as a social integrating institution] (2016) covering the development of the Norwegian education system from the early eighteenth century until present.

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Bernstein revisited: the recontextualisation of equity in contemporary Australian school education

Cited by 32 publications

References 19 publications

‘Embedded into the core’: The discursive construction of ‘policy’ in higher education learning and teaching documents and its recontextualisation in practices

‘Embedded into the core’: The discursive construction of ‘policy’ in higher education learning and teaching documents and its recontextualisation in practices

The pedagogisation of health knowledge and outsourcing of curriculum development: the case of the Stephanie Alexander Kitchen Garden initiative

The Enduring Quest for Equity in Education: Comparing Norway and Australia

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