Policy subjects and policy actors in schools: some necessary but insufficient analyses

This paper explores two different ontological positions from which policy in schools and teachers can be viewed. On the one hand, it explores the ways in which policies make up and make possible particular sorts of teacher subjects - as producers and consumers of policy, as readers and writers of po...

Celý popis

Uloženo v:

Podrobná bibliografie
Vydáno v:	Discourse (Abingdon, England) Ročník 32; číslo 4; s. 611 - 624
Hlavní autoři:	Ball, Stephen J., Maguire, Meg, Braun, Annette, Hoskins, Kate
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Abingdon Taylor & Francis Group 01.10.2011 Routledge Taylor & Francis Ltd
Témata:	Case studies Change Agents Consumers Decision Making Discourse Analysis Discourse Communities Education policy Educational Policy England Exegesis & hermeneutics Foreign Countries Foucault Group Dynamics Hands Hermeneutics Institutional Characteristics Ontology Organizational Climate Organizational Culture policy actors Policy analysis Policy Formation Policy implementation policy work Politics of Education Reading Instruction Schools Secondary education Stakeholders subjects Teacher Characteristics Teacher role Teachers Translation England United Kingdom (England)
ISSN:	0159-6306, 1469-3739
On-line přístup:	Získat plný text
Tagy:	Přidat tag Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!

Popis
Shrnutí:	This paper explores two different ontological positions from which policy in schools and teachers can be viewed. On the one hand, it explores the ways in which policies make up and make possible particular sorts of teacher subjects - as producers and consumers of policy, as readers and writers of policy. On the other, it begins to conceptualise the hermeneutics of policy, that is the ways in which policies in schools are subject to complex processes of interpretation and translation. We suggest that both views are necessary to understand the work of policy and 'policy work' in schools but that neither view is sufficient on its own.
Bibliografie:	Refereed article. Includes bibliographical references. Special themed issue : PART 1: Being Muslim: Education and identities in late modern multicultural societies. PART 2: Theorising and researching policy enactment in schools. Discourse; v.32 n.4 p.611-624; October 2011 SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14 ObjectType-Article-1 ObjectType-Feature-2 content type line 23
ISSN:	0159-6306 1469-3739
DOI:	10.1080/01596306.2011.601564