Policy actors: doing policy work in schools
Policy actors: doing policy work in schools
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DOI：
10.1080/01596306.2011.601565
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发表时间：
2011-01-01
影响因子：
1.7
通讯作者：
Hoskins, Kate
中科院分区：
文献类型：
--
作者：
Ball, Stephen J.;Maguire, Meg;Hoskins, Kate
本文研究了学校教师角色的“政策工作”。它侧重于“意义问题”，并提供了一个角色和职位的类型学，通过这些角色和职位，教师参与政策，并通过这些角色和职位“制定”政策。它认为，“政策工作”是由一系列复杂和差异化的活动组成的，这些活动涉及教师之间的创造性和纪律关系，并注入了权力。这就是立法的悖论。这里的老师和其他成年人并不是天真的演员，他们有创造力，有经验，他们管理得很好，但他们很多时候也很累，负担过重。他们参与其中，应对有意义和无意义的事情，经常围绕关注和忽视的模式自我动员，在不适和实用主义之间摇摆不定，但大多数人也非常坚定地融入了主流政策话语。
This paper considers the 'policy work' of teacher actors in schools. It focuses on the 'problem of meaning' and offers a typology of roles and positions through which teachers engage with policy and with which policies get 'enacted'. It argues that 'policy work' is made up of a set of complex and differentiated activities which involve both creative and disciplinary relations between teachers and are infused with power. This is the paradox of enactment. The teachers and other adults here are not naive actors, they are creative and sophisticated and they manage, but they are also tired and overloaded much of the time. They are engaged, coping with the meaningful and the meaningless, often self-mobilised around patterns of focus and neglect and torn between discomfort and pragmatism, but most are also very firmly embedded in the prevailing policies discourses.