‘Peopling’ curriculum policy production: researching educational governance through institutional ethnography and Bourdieuian field analysis
‘Peopling’ curriculum policy production: researching educational governance through institutional ethnography and Bourdieuian field analysis
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“以人为本”课程政策的制定：通过制度民族志和布迪厄田野分析研究教育治理
DOI：
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
L. Farrell
中科院分区：
文献类型：
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作者：
J. Gerrard;L. Farrell
本文探讨了实证研究重大政策变化时刻的方法论基础。它的起源是在一个正在进行的研究项目的初始阶段提出的方法论挑战，该项目正在研究目前建立第一个全国性的澳大利亚课程的尝试。我们借鉴多萝西·史密斯（Dorothy Smith）对制度人种学的发展和布迪厄的场域分析，勾勒出一个研究的方法论框架，该框架的核心关注是理解能够、支持并在话语上为重大教育改革做准备的社会和制度过程。我们的论文与这两位社会学研究的杰出贡献合作，探索了研究如何通过几代政策文本的生产、复制和随后的颁布来追踪教育治理，甚至在政策文本正式发布供学校使用之前。特别是，我们建议对政策制定过程中涉及的日常过程进行检查，以显示政策文本如何逐渐被赋予制度意义，并实例化和管理制度关系。我们正在开发的方法论强调了话语的创造和传播，这些话语支持教育实践和治理的特定方向，以及嵌入该领域逻辑的制度实践。
This paper explores the methodological basis for empirically researching moments of major policy change. Its genesis is in the methodological challenges presented by the initial stages of an ongoing research project examining the current attempts to establish the first nation-wide Australian curriculum. We draw on Dorothy Smith’s development of institutional ethnography and Bourdieuian field analysis to outline a methodological framework for research that has at its centre a concern to understand the social and institutional processes that enable, support and discursively prepare for significant educational reform. Working with and between these two eminent contributions to sociological enquiry, our paper explores the ways in which research can trace educational governance through the production, reproduction and subsequent enactment of generations of policy texts even before they are officially released for use in schools. In particular, we suggest that examination of the day-to-day processes involved in policy production shows how policy texts are progressively invested with institutional meanings and come to instantiate and govern institutional relations. The methodology we are developing foregrounds the creation and dissemination of discourses that support specific orientations to educational practice and governance, as well as the institutional practices that embed the logics of the field.
纪律文本：国家和地方行为政策的政策分析
影响因子：
3.9
作者：
Ball S
通讯作者：
Ball S
教育与民族主义：苏格兰教育政策的论述
DOI：
10.1080/01596301003786951
发表时间：
2010
期刊：
Studies in the Cultural Politics of Education
影响因子：
--
作者：
Arnott M
通讯作者：
Arnott M