Emancipatory leadership

Corson, David

doi:10.1080/136031200292768

Cited by 33 publications

(29 citation statements)

References 12 publications

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“…David again was a pioneering voice in initially making links between these two disciplinary areas. He argued that the preponderance of technicist and monocultural accounts of school change, still prevalent today (see Thrupp & Willmott, 2003), was attributable to an inability in such accounts to take issues of language, culture and diversity seriously (see Corson, 1986Corson, , 1996aCorson, , 1996bCorson, , 2000b. Our work reiterates the significance of this view.…”

supporting

confidence: 66%

Addressing Literacy in Secondary Schools: Introduction

May

Smyth

2007

Language and Education

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This special issue of Language and Education1 reports on an independent threeyear research evaluation of a major professional development initiative to promote cross-curricular, whole school literacy policies -also known in the wider literature as 'school language policies' -in secondary schools in New Zealand. The findings from this evaluation, we believe, have significant implications for other national contexts.The professional development initiative in question -the Secondary Schools' Literacy Initiative ( r a hope that once the initiative became established in schools there would be a modicum of sustainability as externally provided support was withdrawn and as teachers and schools came to experience the benefits of improved literacy levels among students, and r a quantitative assessment aspect in which teachers were assisted with ways of gathering meaningful data and analysing it in diagnostic ways that informed their literacy teaching.

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supporting

confidence: 66%

Addressing Literacy in Secondary Schools: Introduction

May

Smyth

2007

Language and Education

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“…Apple's succinct words comprised a clear rationale for this study's methodological predisposition and encouraged me to approach this study through CDA as it is designed to uncover power relations, highlight inequalities in society and uncover injustice via analyses of texts and subtexts (Corson, 2000). This study was therefore a political act and counter-neoliberal statement as it not only sought to reveal injustice, therefore wrongdoing, in practice, but it also sought to serve as an interruptive act (Apple, 2009).…”

Section: Critical Theorymentioning

confidence: 99%

A critical discourse analysis of the New Labour discourse of Social and Emotional Learning (SEL) across schools in England and Wales: Conversations with policymakers

Emery

2016

EPAA

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This paper reports on a critical discourse analysis (CDA) of the New Labour (1997-2010) discourse of Social and Emotional Learning (SEL) in schools, and how it was understood and enacted by policymakers in England and in Wales within the context of devolved government across the UK. By SEL I mean universal school-based programs, located in the concept of children’s emotional wellbeing and concerned with developing children’s ability to understand, express and manage their emotions. Through a series of in-depth interviews with national level SEL policy actors this investigation worked to understand and identify how the SEL policy discourse worked “to privilege certain ideas and topics and speakers and exclude others” (Ball, 2008, p. 5). Through shining a critical light on the discourse of New Labour SEL policy makers this work responds to the call of Gunter et al. (2014) for critical education researchers to develop and amplify voices which challenge the current hegemonic “common sense” discourse. The findings identify that the relationship between language and political ideology in England and Wales during the New Labour years powerfully shaped the SEL policy discourse.

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“…Given this, globalization could be about sameness and uniformity (see Corson, 2000). Just as convincingly, globalization could be about hybridity and combining all that is ''good'' in human endeavour.…”

Section: This Thing Called Globalizationmentioning

confidence: 95%