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dc.contributor.authorSingh, Parlo
dc.date.accessioned2018-10-05T01:30:56Z
dc.date.available2018-10-05T01:30:56Z
dc.date.issued2015
dc.identifier.issn0268-0939
dc.identifier.doi10.1080/02680939.2014.961968
dc.identifier.urihttp://hdl.handle.net/10072/64041
dc.description.abstractCritical 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).
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom363
dc.relation.ispartofpageto384
dc.relation.ispartofissue3
dc.relation.ispartofjournalJournal of Education Policy
dc.relation.ispartofvolume30
dc.rights.retentionY
dc.subject.fieldofresearchEducation Systems not elsewhere classified
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchPolicy and Administration
dc.subject.fieldofresearchcode130199
dc.subject.fieldofresearchcode1303
dc.subject.fieldofresearchcode1605
dc.titlePerformativity and pedagogising knowledge: globalising educational policy formation, dissemination and enactment
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionPost-print
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© 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
gro.hasfulltextFull Text
gro.griffith.authorSingh, Parlo


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