Pub Date : 2023-06-26DOI: 10.1080/01596306.2023.2227107
Dan Mamlok
{"title":"Bill 21 as an exemplar of the fragility of tolerance","authors":"Dan Mamlok","doi":"10.1080/01596306.2023.2227107","DOIUrl":"https://doi.org/10.1080/01596306.2023.2227107","url":null,"abstract":"","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49253087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-18DOI: 10.1080/01596306.2023.2224244
Cameron Meiklejohn, A. Hickey, S. Riddle
{"title":"‘It comes with more baggage than prestige’: deferred culpability and disavowal among elite boys’ school alumni","authors":"Cameron Meiklejohn, A. Hickey, S. Riddle","doi":"10.1080/01596306.2023.2224244","DOIUrl":"https://doi.org/10.1080/01596306.2023.2224244","url":null,"abstract":"","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47508275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-02DOI: 10.1080/01596306.2023.2219985
Tiago Bittencourt, Gabriela Bustamante Callejas
{"title":"International education and the rise of paleoconservative thought: mapping the growth of the International Baccalaureate in the United States along county-level voting patterns","authors":"Tiago Bittencourt, Gabriela Bustamante Callejas","doi":"10.1080/01596306.2023.2219985","DOIUrl":"https://doi.org/10.1080/01596306.2023.2219985","url":null,"abstract":"","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47215938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/01596306.2023.2216648
M. Stacey, Nicole Mockler
{"title":"Recruiting the ‘quality teacher’: equity, faith, and passion","authors":"M. Stacey, Nicole Mockler","doi":"10.1080/01596306.2023.2216648","DOIUrl":"https://doi.org/10.1080/01596306.2023.2216648","url":null,"abstract":"","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48596122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1080/01596306.2023.2218272
Cristian Cabalin, M. Saldaña, M. B. Fernández
ABSTRACT School choice is a controversial issue in the public discussion of education. In Chile, the new School Admission System (SAE) was recently implemented to gradually reverse the country’s high educational segregation. However, this system is facing strong opposition. Voucher and free choice promoters have opposed SAE because they claim it violates the freedom of families and merit. The media have actively participated in this debate, working as political actors. By applying a quantitative content analysis and a qualitative thematic analysis, we study how Chilean media have framed school choice, and discuss the political contention faced by policies that attempt to reverse the primacy of the market in a global context of neoliberal education policies.
{"title":"Framing school choice and merit: news media coverage of an education policy in Chile","authors":"Cristian Cabalin, M. Saldaña, M. B. Fernández","doi":"10.1080/01596306.2023.2218272","DOIUrl":"https://doi.org/10.1080/01596306.2023.2218272","url":null,"abstract":"ABSTRACT School choice is a controversial issue in the public discussion of education. In Chile, the new School Admission System (SAE) was recently implemented to gradually reverse the country’s high educational segregation. However, this system is facing strong opposition. Voucher and free choice promoters have opposed SAE because they claim it violates the freedom of families and merit. The media have actively participated in this debate, working as political actors. By applying a quantitative content analysis and a qualitative thematic analysis, we study how Chilean media have framed school choice, and discuss the political contention faced by policies that attempt to reverse the primacy of the market in a global context of neoliberal education policies.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43095196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.1080/01596306.2023.2211742
Eva Bulgrin, Y. Sayed
ABSTRACT Decentralising education is a much-debated topic among policy researchers and practitioners though not often from a Foucauldian-influenced CDA perspective. This article’s specific focus is education decentralisation in Benin, arguing that the policy is framed by a modernist development understanding and reflects the country’s (neo-) colonial legacy and the influence of the development agencies and consulting firms involved in writing the policy. The policy can be viewed as a bricolage that pays scant attention to the rich social and cultural capital of Benin’s. The article concludes by advocating systems of education governance to overcome the historically produced, uneven and asymmetrical power relations between the global North and South.
{"title":"Discourses of international actors in the construction of the decentralisation policy: the case of Benin","authors":"Eva Bulgrin, Y. Sayed","doi":"10.1080/01596306.2023.2211742","DOIUrl":"https://doi.org/10.1080/01596306.2023.2211742","url":null,"abstract":"ABSTRACT Decentralising education is a much-debated topic among policy researchers and practitioners though not often from a Foucauldian-influenced CDA perspective. This article’s specific focus is education decentralisation in Benin, arguing that the policy is framed by a modernist development understanding and reflects the country’s (neo-) colonial legacy and the influence of the development agencies and consulting firms involved in writing the policy. The policy can be viewed as a bricolage that pays scant attention to the rich social and cultural capital of Benin’s. The article concludes by advocating systems of education governance to overcome the historically produced, uneven and asymmetrical power relations between the global North and South.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48788752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-18DOI: 10.1080/01596306.2023.2211522
Kerry McKeon
ABSTRACT Through discourse analysis, this article explores strategies used in the speeches and public statements of former Education Secretary Betsy DeVos (2017–2020), as she employed marketing tactics in service of a neoliberal educational agenda. I identify DeVos’s framing and lexical choices deployed to increase memory and attention salience, thereby highlighting the role words play in shaping political and cultural outcomes. Although the paper provides only a snapshot of DeVos’s framing, the discussion is situated within a broader neoliberal discourse designed to manipulate public sense-making and trigger emotions through emotionally charged rhetoric. Through careful lexical choices, DeVos crafts a worldview for primary and secondary audiences that likewise informs macro-level educational narratives, policies, and practices.
{"title":"Buzzwords, blends and branding: marketing meets education policyspeak","authors":"Kerry McKeon","doi":"10.1080/01596306.2023.2211522","DOIUrl":"https://doi.org/10.1080/01596306.2023.2211522","url":null,"abstract":"ABSTRACT Through discourse analysis, this article explores strategies used in the speeches and public statements of former Education Secretary Betsy DeVos (2017–2020), as she employed marketing tactics in service of a neoliberal educational agenda. I identify DeVos’s framing and lexical choices deployed to increase memory and attention salience, thereby highlighting the role words play in shaping political and cultural outcomes. Although the paper provides only a snapshot of DeVos’s framing, the discussion is situated within a broader neoliberal discourse designed to manipulate public sense-making and trigger emotions through emotionally charged rhetoric. Through careful lexical choices, DeVos crafts a worldview for primary and secondary audiences that likewise informs macro-level educational narratives, policies, and practices.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45690391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-10DOI: 10.1080/01596306.2023.2211412
Aline Courtois
{"title":"Scholarship students in elite South African schools: the gift of a scholarship","authors":"Aline Courtois","doi":"10.1080/01596306.2023.2211412","DOIUrl":"https://doi.org/10.1080/01596306.2023.2211412","url":null,"abstract":"","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42858837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-09DOI: 10.1080/01596306.2023.2209710
Karl Kitching, Reza Gholami
ABSTRACT This paper calls for systematic inquiry into the relationship between secular governing formations and education inequalities. We present a thematic analysis of existing scholarship on secularism, the secular and post-secular in education. Our review of 184 texts reveals a frequent implicit or explicit reliance on the liberal state to address religious inequalities in education, and to draw the line on the extent of public religious expression. Taking a critical sociological approach, we argue this reliance neglects the state’s regulation, as opposed to its elimination, of the violence of multiple education inequalities. Understanding state sovereignty as an assemblage of forces, we illustrate the need for a cohesive body of research into how secular sovereign power privatises and de-privatises religiosity through education, and how race, gender and sexuality are shaped as public or private concerns in the process. We conclude with key indicators for a Critical Secular Studies research and curriculum agenda.
{"title":"Towards Critical Secular Studies in Education: addressing secular education formations and their intersecting inequalities","authors":"Karl Kitching, Reza Gholami","doi":"10.1080/01596306.2023.2209710","DOIUrl":"https://doi.org/10.1080/01596306.2023.2209710","url":null,"abstract":"ABSTRACT This paper calls for systematic inquiry into the relationship between secular governing formations and education inequalities. We present a thematic analysis of existing scholarship on secularism, the secular and post-secular in education. Our review of 184 texts reveals a frequent implicit or explicit reliance on the liberal state to address religious inequalities in education, and to draw the line on the extent of public religious expression. Taking a critical sociological approach, we argue this reliance neglects the state’s regulation, as opposed to its elimination, of the violence of multiple education inequalities. Understanding state sovereignty as an assemblage of forces, we illustrate the need for a cohesive body of research into how secular sovereign power privatises and de-privatises religiosity through education, and how race, gender and sexuality are shaped as public or private concerns in the process. We conclude with key indicators for a Critical Secular Studies research and curriculum agenda.","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":" ","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43853328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-04DOI: 10.1080/01596306.2023.2200073
W. Lo, R. Yang
This special issue of Discourse concerns itself with the complex issues about the integration between the seemingly contradictory Chinese and Western ideas of a university in five Chinese societies – Chinese mainland, Taiwan, Hong Kong, Macao and Singapore (plus Chinese communities in Southeast Asia). Our concern is not only with how higher education sectors are governed during the contemporary period, but also the influence of the past on the present governance of higher education in these Chinese societies. Our choice of the Chinese societies is based on both the shared cultural roots and their different paths of social and scholarly developments built on the shared wealth of cultural heritage. Facilitated by the potential of Chinese indigenous knowledge, they are all well positioned to overcome Euro/West-centrism and to counteract the tendency towards homogeneity and standardisation in higher education development. Indeed, against the historical background of European imperialism and colonialism, theWest came to the Chinese societies with immense prestige. The theory of academic dependency also adequately explains the situations of these societies. Given that the Chinese societies have undergone different social, economic and political changes and share a common cultural heritage, pursuing an empirically based comparative study between them becomes particularly meaningful. Chinese societies (huaren shehui) here refer to the ones that have significant ethnic, cultural and political connections with China (zhongguo). As indicated in the literature, two types of existing narratives interpret China as a cultural entity and a nation-state, respectively; additionally, the intertwining and evolution of these cultural and national narratives are exemplified by the centre–periphery relations between the central state and local institutions (Cohen, 1991; Ge, 2014; Jacques, 2012; Tu, 1991; Wang, 2014). This understanding of China forms a centre–periphery structure in which the selected societies can be put in order of Chineseness (huaren xing). In such a centre–periphery framework, Taiwan, Hong Kong and Macao are seen as ‘Lesser China’, where the traditions of Chinese civilisation are variously inherited and adapted on the broader picture of cultural China, despite the existence of strong but complex political ties between these societies and Chinese mainland (Lo, 2016; Wang, 1993). Similarly, despite its significant ethnic and cultural link with China, Singapore’s status as an independent and sovereign state prompts its ruling regime tomanage the Chineseness in its process of nation and identity building (Lee, 2017; Wong, 2005). From a historical perspective, Chineseness can be revealed by patterns and sequences of thought that constitute strong loyalty towards Chinese traditional cultural values and ideals (Wang, 2009). By contrast, the contemporary use of Chineseness also refers to an awareness of and admiration for the rise of China shared by its nei
{"title":"Hybridisation and recombination: perspectives on higher education in Chinese societies","authors":"W. Lo, R. Yang","doi":"10.1080/01596306.2023.2200073","DOIUrl":"https://doi.org/10.1080/01596306.2023.2200073","url":null,"abstract":"This special issue of Discourse concerns itself with the complex issues about the integration between the seemingly contradictory Chinese and Western ideas of a university in five Chinese societies – Chinese mainland, Taiwan, Hong Kong, Macao and Singapore (plus Chinese communities in Southeast Asia). Our concern is not only with how higher education sectors are governed during the contemporary period, but also the influence of the past on the present governance of higher education in these Chinese societies. Our choice of the Chinese societies is based on both the shared cultural roots and their different paths of social and scholarly developments built on the shared wealth of cultural heritage. Facilitated by the potential of Chinese indigenous knowledge, they are all well positioned to overcome Euro/West-centrism and to counteract the tendency towards homogeneity and standardisation in higher education development. Indeed, against the historical background of European imperialism and colonialism, theWest came to the Chinese societies with immense prestige. The theory of academic dependency also adequately explains the situations of these societies. Given that the Chinese societies have undergone different social, economic and political changes and share a common cultural heritage, pursuing an empirically based comparative study between them becomes particularly meaningful. Chinese societies (huaren shehui) here refer to the ones that have significant ethnic, cultural and political connections with China (zhongguo). As indicated in the literature, two types of existing narratives interpret China as a cultural entity and a nation-state, respectively; additionally, the intertwining and evolution of these cultural and national narratives are exemplified by the centre–periphery relations between the central state and local institutions (Cohen, 1991; Ge, 2014; Jacques, 2012; Tu, 1991; Wang, 2014). This understanding of China forms a centre–periphery structure in which the selected societies can be put in order of Chineseness (huaren xing). In such a centre–periphery framework, Taiwan, Hong Kong and Macao are seen as ‘Lesser China’, where the traditions of Chinese civilisation are variously inherited and adapted on the broader picture of cultural China, despite the existence of strong but complex political ties between these societies and Chinese mainland (Lo, 2016; Wang, 1993). Similarly, despite its significant ethnic and cultural link with China, Singapore’s status as an independent and sovereign state prompts its ruling regime tomanage the Chineseness in its process of nation and identity building (Lee, 2017; Wong, 2005). From a historical perspective, Chineseness can be revealed by patterns and sequences of thought that constitute strong loyalty towards Chinese traditional cultural values and ideals (Wang, 2009). By contrast, the contemporary use of Chineseness also refers to an awareness of and admiration for the rise of China shared by its nei","PeriodicalId":47908,"journal":{"name":"Discourse-Studies in the Cultural Politics of Education","volume":"44 1","pages":"337 - 347"},"PeriodicalIF":1.7,"publicationDate":"2023-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47602297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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