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  • Performativity and pedagogising knowledge: globalising educational policy formation, dissemination and enactment

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    98306_1.pdf (369.9Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Singh, Parlo
    Griffith University Author(s)
    Singh, Parlo
    Year published
    2015
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    Abstract
    Critical policy scholars have increasingly turned their attention to: (1) the work of policy actors engaged in globalized and globalizing processes of policy formation, (2) the global flows or movements of education policies across multifaceted, hybrid networks of public-private agencies, and (3) the complex politics of global-national policy translation and enactment in local school contexts. Scholars have emphasized firstly, the economic turn in education reform policies, a shift from a social democratic education orientation, and secondly, policy convergence towards a dominant neo-liberal political agenda. This paper ...
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    Critical policy scholars have increasingly turned their attention to: (1) the work of policy actors engaged in globalized and globalizing processes of policy formation, (2) the global flows or movements of education policies across multifaceted, hybrid networks of public-private agencies, and (3) the complex politics of global-national policy translation and enactment in local school contexts. Scholars have emphasized firstly, the economic turn in education reform policies, a shift from a social democratic education orientation, and secondly, policy convergence towards a dominant neo-liberal political agenda. This paper suggests that Bernstein's concepts of the totally pedagogized society (TPS) and the pedagogic device, as the ensemble of rules for the production, recontextualization and evaluation of pedagogic discourses may add to this corpus of critical policy scholarship. It does this by firstly reviewing the take up of Bernstein's concept of the TPS in the critical policy sociology literature, arguing that this interpretation presents a largely dystopian account of globalizing educational policies. In contrast, the paper argues for and presents an alternative open-ended reading and projection of Bernstein's concept of the TPS and pedagogic device for thinking about globalized processes and devices of the pedagogic communication of knowledge (s).
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    Journal Title
    Journal of Education Policy
    Volume
    30
    Issue
    3
    DOI
    https://doi.org/10.1080/02680939.2014.961968
    Copyright Statement
    © 2014 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Education Policy on 01 Oct 2014, available online: http://www.tandfonline.com/doi/abs/10.1080/02680939.2014.961968
    Subject
    Education systems
    Education systems not elsewhere classified
    Specialist studies in education
    Policy and administration
    Publication URI
    http://hdl.handle.net/10072/64041
    Collection
    • Journal articles

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