1,721,064 research outputs found
Citation de H. F. Peters : Ma sœur, mon épouse, Gallimard
No full textPeters Heinz Frederick. Citation de H. F. Peters : Ma sœur, mon épouse, Gallimard. In: Sorcières : les femmes vivent, n°24, 1982. Mythes et nostalgies. p. 95
Assessment and parents
No full textThis entry summarises what is known about parent perspectives on assessment
Introduction and Overview
No full textThis book is a collection of papers that study and discuss current education policy challenges from a variety of perspectives. Although the term is clearly too broad and needs some elaboration, these papers are part of the field, or genre of study, that is commonly referred to as ‘critical education policy studies’. Perhaps today the term ‘critical’ has become devoid of meaning – and there are probably no researchers who wouldn’t call themselves, or their research, critical. Notwithstanding this trivialisation, we do want to maintain the term ‘critical’ here. However, critical does not refer to how the researcher of education policy relates to her research (methodology, data, results, peers…). Indeed, in that sense, all research is expected to be critical. Neither is the term ‘critical’ used here to characterise the kind of analytical framework that informs the research usually thought of as ‘critical social or political theory’
Re-Reading Educational Policies, Part 2:Challenges, Horizons, Approaches, Tools, Styles
No full textThe first part of the introduction chapter explored the emergence of the so-called critical education policy orientation, and explored three features of this orientation: acknowledgement of the educational, moral and social concerns in debates on education, the focus on power, politics and regulation in education (except for specific policies), and the adoption of a specific form of critical advocacy towards society. This part of the introduction explores the current state of affairs, and aims both at giving access to theoretical discussions and analytical frameworks and offering some overviews of specific and hopefully useful tools and approaches. The first section explores some of the challenges the critical education policy orientation is facing today in view of the challenges of contemporary society and regarding theory and methodology. We will clarify that in confrontation with these challenges the critical orientation is in need of “de-parochialisation” (Dale, 1994; Lingard, 2006) and a “recalibration of critical lenses” (Robertson & Dale, 2008). The second section sketches the (meta-)theoretical horizons of critical policy research in order to discuss the main approaches adopted by critical education policy scholars (and in the contributions of this book): cultural political economy, critical discourse analysis, policy field analysis, governmentality study, micropolitical analysis, feminist theory, post-colonial theory and hermeneutics. The third section lists and discusses some of the old and new classifications and analytical tools that have been and are being used to critically examine education policy. In the concluding section of the chapter, different styles of critical education policy research are distinguished in order to emphasise the idea that when policy makers become critical there is perhaps an urgent need for critical scholars to become concerned
Introduction and Overview
No full textThis book is a collection of papers that study and discuss current education policy challenges from a variety of perspectives. Although the term is clearly too broad and needs some elaboration, these papers are part of the field, or genre of study, that is commonly referred to as ‘critical education policy studies’. Perhaps today the term ‘critical’ has become devoid of meaning – and there are probably no researchers who wouldn’t call themselves, or their research, critical. Notwithstanding this trivialisation, we do want to maintain the term ‘critical’ here. However, critical does not refer to how the researcher of education policy relates to her research (methodology, data, results, peers…). Indeed, in that sense, all research is expected to be critical. Neither is the term ‘critical’ used here to characterise the kind of analytical framework that informs the research usually thought of as ‘critical social or political theory’
Re-Reading Education Policies, Part 1: The Critical Education Policy Orientation
No full textThe aim of this first part of two introduction chapters is to discuss features of critical studies of educational policy within the broader field of policy studies and in relation to sociological, political and philosophical research on education. The point of departure is the so-called “policy orientation” in social research, and the emergence of policy analysis and its concern within the welfare state. The sphere and genre of critical educational policy studies at the beginning of the 1980s was mainly rooted in sociological, historical, and political research on education, that is, the research tradition interested in the power, politics and (social) regulation in and around schools. Echoing the term “policy orientation”, we want to introduce the notion critical education policy orientation to describe the distinctive scope of critical education policy studies. In this chapter we will not present either detailed definitions of and illuminating linkages between the main concepts in research traditions nor exhaustive overviews and final accounts of perspectives, theories and methods. The aim instead is to offer some general overviews of approaches and discussions for the purpose of bringing some matters of concern in the diversity of studies critically oriented towards educational policy to the foreground
Introduction and Overview
No full textThis book is a collection of papers that study and discuss current education policy challenges from a variety of perspectives. Although the term is clearly too broad and needs some elaboration, these papers are part of the field, or genre of study, that is commonly referred to as ‘critical education policy studies’. Perhaps today the term ‘critical’ has become devoid of meaning – and there are probably no researchers who wouldn’t call themselves, or their research, critical. Notwithstanding this trivialisation, we do want to maintain the term ‘critical’ here. However, critical does not refer to how the researcher of education policy relates to her research (methodology, data, results, peers…). Indeed, in that sense, all research is expected to be critical. Neither is the term ‘critical’ used here to characterise the kind of analytical framework that informs the research usually thought of as ‘critical social or political theory’
Re-Reading Education Policies, Part 1: The Critical Education Policy Orientation
No full textThe aim of this first part of two introduction chapters is to discuss features of critical studies of educational policy within the broader field of policy studies and in relation to sociological, political and philosophical research on education. The point of departure is the so-called “policy orientation” in social research, and the emergence of policy analysis and its concern within the welfare state. The sphere and genre of critical educational policy studies at the beginning of the 1980s was mainly rooted in sociological, historical, and political research on education, that is, the research tradition interested in the power, politics and (social) regulation in and around schools. Echoing the term “policy orientation”, we want to introduce the notion critical education policy orientation to describe the distinctive scope of critical education policy studies. In this chapter we will not present either detailed definitions of and illuminating linkages between the main concepts in research traditions nor exhaustive overviews and final accounts of perspectives, theories and methods. The aim instead is to offer some general overviews of approaches and discussions for the purpose of bringing some matters of concern in the diversity of studies critically oriented towards educational policy to the foreground
Re-Reading Education Policies, Part 1: The Critical Education Policy Orientation
No full textThe aim of this first part of two introduction chapters is to discuss features of critical studies of educational policy within the broader field of policy studies and in relation to sociological, political and philosophical research on education. The point of departure is the so-called “policy orientation” in social research, and the emergence of policy analysis and its concern within the welfare state. The sphere and genre of critical educational policy studies at the beginning of the 1980s was mainly rooted in sociological, historical, and political research on education, that is, the research tradition interested in the power, politics and (social) regulation in and around schools. Echoing the term “policy orientation”, we want to introduce the notion critical education policy orientation to describe the distinctive scope of critical education policy studies. In this chapter we will not present either detailed definitions of and illuminating linkages between the main concepts in research traditions nor exhaustive overviews and final accounts of perspectives, theories and methods. The aim instead is to offer some general overviews of approaches and discussions for the purpose of bringing some matters of concern in the diversity of studies critically oriented towards educational policy to the foreground
The Ideology of Free Culture
No full textThis text tries to introduce the notion of surplus in a contemporary media debate dominated by a simple symmetry between immaterial and material domain, between digital economy and bioeconomy. Therefore a new asymmetry is first shaped through Serres' conceptual figure of the parasite and Bataille's concepts of excess and biochemical energy. Second, the crisis of the copyright system and the contradictions of the so-called Free Culture movement are taken as a starting point to design the notion of autonomous commons against the creative commons. Third, a new political arena is outlined around Rullani's notion of cognitive capitalism
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