Policy-as-discourse and schools in the role of health promotion: the application of Bernstein's transmission context in policy analysis

Leow, Anthony

doi:10.1080/01596306.2011.573249

Cited by 9 publications

(33 citation statements)

References 41 publications

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“…Discourse is how we make sense of our society; we develop relationships with others and share meaning through discourse with other people. (De Chesnay, 2014) Discourse analysis is widely used for multiple health issues and research topics such as health promotion, schools' policy analysis for smoking and alcohol use (Leow, 2011), and smokers' views of their smoking. (Gough, Fry, Grogan, & Conner, 2009) For the purposes of our study, we concentrated on how the focus group members dealt with the tensions between two contradictory discourses to analyse the disadvantages and advantages of smoking.…”

Section: Methods Of Analysismentioning

confidence: 99%

Practical nursing students’ discursive practices on smoking in Finland

Aho

Pietilä

Joronen

2019

International Journal of Qualitative Studies on Health and Well

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Purpose: Based on focus groups, we analyse how practical nursing students deal with being as smokers and future healthcare workers. The way they justify their smoking is discussed within a group of peers. Methods: The study has a qualitative design with an inductive approach using focus group interviews (FGIs) for data collection. A total of 29 students were interviewed in five groups of five and one group of four participants. Results: In the analysis, we found four different discursive practices the students utilized for rationalizing their own smoking and coping with the moral dilemma of smoking in a context of health care where smoking is forbidden: (1) students normalized smoking with references to its prevalence within their social circles, (2) the students asserted that their smoking was under control, (3) students considered themselves responsible smokers, and (4) students identified smoking as a part of their identity. Conclusion: Training should support the growth of professional identity and address the smoker's identity right from the start of education. Smokers need special attention in the formulation of professional identity, however, without being stigmatized any further.

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Section: Methods Of Analysismentioning

confidence: 99%

Practical nursing students’ discursive practices on smoking in Finland

Aho

Pietilä

Joronen

2019

International Journal of Qualitative Studies on Health and Well

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“…In an earlier paper Leow (2011) also noted that the transmission rules of health policy favoured the power invested in Government rather than teachers according to official texts indicating that the recontextualising process was more about compliance than teachers exercising their pedagogical voice. Penney (2013) drew upon Bernstein's notions of boundaries in many respects to show contemporary classification of and framing in physical education had changed little even with the advent of successive waves of National Curriculum initiatives (particularly in the UK, though Penney also drew upon the Australian context).…”

Section: The Pedagogical Devicementioning

confidence: 99%

“…Obesity is widely understood to be a complex health phenomenon (see Gard 2010;Leow, 2011) usually attributed to intersecting factors with a range of comorbidities. The primary field knowledge associated with obesity as an 'illness' (health science, medicine, dietetics) or as a social and political phenomenon (sociology, political science) would reside in research institutes, universities and the health sector where obesity has been the subject of research for at least 50 years (Karasu, 2016).…”

Section: Pedagogising Sakg: Appropriating the Innovative Ideamentioning

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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“…Bernstein 'argued that ideology was constructed through the nature of the relay (or transmission)' (Cause, 2010: 3); Bernstein suggests that it is not just the message, but the manner in which a message is transmitted, that determines its understanding by the receiver. This paper follows the framework of Leow (2010Leow ( , 2011 who used Bernstein's work as a lens for the analysis of Queensland's Eat Well Be Active policy, a health policy for schools designed to combat childhood obesity. Leow's work served as inspiration for this paper as I drew parallels between this particular health policy and its ambition to rid the Australian state of childhood obesity, written to resolve a non-education issue yet placing schools as central policy actors and 'problem solvers', and the policies that oblige schools to promote FBV in order to stem radicalisation.…”

Section: Purpose Of the Papermentioning

confidence: 99%

The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis

Pearce

2021

Jnl of Research in Internatl Education

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With their central position in society as facilitators of information, schools and teachers play a key role in the articulation and embedding of government-driven policy targeted at school-age children; under the British government, this key role extends beyond the borders, to British Schools Overseas. In the last decade, this has been especially prevalent in the dissemination of anti-terrorism rhetoric and policy, created to prevent the radicalisation of students; most recently, this has involved the inclusion of ‘fundamental British values’ (FBV) in policy and curriculum. Using the work of Basil Bernstein and, in particular, the model of transmission context which sits within his theories on pedagogic discourse, this paper analyses the discourse embedded in multiple FBV policies. Through a focus on classification and framing of the discourses embedded in the policies, this paper highlights the transmission of power in these policies, with a focus on language used to convey this power; and conveys an understanding of the positioning, role and ‘responsibilisation’ of British schools, located outside of the United Kingdom, as central to FBV education as well as the solution to terrorism in Britain.

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Policy-as-discourse and schools in the role of health promotion: the application of Bernstein's transmission context in policy analysis

Cited by 9 publications

References 41 publications

Practical nursing students’ discursive practices on smoking in Finland

Practical nursing students’ discursive practices on smoking in Finland

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

The role of British Schools Overseas in promoting and upholding British values: using transmission context in policy analysis

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