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Between traditions: Stephen Ball and the critical sociology of education
Get PDFStephen Ball's work has deservedly received a good deal of attention. In this article, I detail a number of tasks in which the critical sociologist of education – as a 'public intellectual' – should engage. I then place Ball's work within these tasks and evaluate his contributions
to them. In the process, I show that one of the things that set Stephen Ball apart from many others is his insistence that both structural and poststructural theories and analyses are necessary for 'bearing witness' and for an adequate critical understanding of educational realities. I demonstrate
how he creatively employs both sets of traditions. At the same time as I am very positive in my evaluation of his contributions, I suggest a number of issues that Ball and those who are rightly influenced by his work could productively deal with to go further into the complexities of the relationship
between education and the politics of redistribution and recognition
Inquiring into educational policies: a special issue on the contribution of Stephen Ball
Get PDFThe reforms that followed the socio-economic crisis which unfolded in 2008 should not be considered as completely new, but rather as the acceleration of a longer trend in educational change. However, the scale of the transformations leads us to question whether the crisis might represent a turning point leading either to the intensification of market reforms or to their weakening as part of a wider reassessment of the links and tensions between inequalities, economic performance and taxation. Stephen Ball is one of the key scholars who have explored the origins of these educational transformations and examined their implications for pupils, students, the educational workforce and the wider society. His policy cycle approach led him to develop research in key interconnected areas of education policy which are more than ever relevant to the understanding of the current context. These include the relationships between the intersected inequalities (in terms of social class, gender and ?race?) in societies and access and participation in education; the policies related to choice, marketisation and privatisation; the channelling of power through performativity and the development of (increasingly global) networks. This special issue of the London Review of Education gathers six papers reflecting on the contribution of Stephen Ball to educational research, policy and practice. There are many ways of looking at this and the specific approach chosen here is to look at how his ideas travel (in the broadest sense) and to explore the ways in which they are used and recontextualised
Inquiring into educational policies: a special issue on the contribution of Stephen Ball : editorial
No full textThe reforms that followed the socio-economic crisis which unfolded in 2008 should not be considered as completely new, but rather as the acceleration of a longer trend in educational change. However, the scale of the transformations leads us to question whether the crisis might represent a turning point leading either to the intensification of market reforms or to their weakening as part of a wider reassessment of the links and tensions between inequalities, economic performance and taxation. Stephen Ball is one of the key scholars who have explored the origins of these educational transformations and examined their implications for pupils, students, the educational workforce and the wider society. His policy cycle approach led him to develop research in key interconnected areas of education policy which are more than ever relevant to the understanding of the current context. These include the relationships between the intersected inequalities (in terms of social class, gender and ‘race’) in societies and access and participation in education; the policies related to choice, marketisation and privatisation; the channelling of power through performativity and the development of (increasingly global) networks. This special issue of the London Review of Education gathers six papers reflecting on the contribution of Stephen Ball to educational research, policy and practice. There are many ways of looking at this and the specific approach chosen here is to look at how his ideas travel (in the broadest sense) and to explore the ways in which they are used and recontextualised
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
La justicia social en el análisis de las políticas educativas: una mirada desde la obra de Stephen Ball
Get PDFThis article analyzes Stephen Ball’s perspective on social justice in the study of educational policies related to: micro-politics, choice of school by parents, neoliberalism, role of the state, philanthropy, educational reforms, its impact on school life and its constant interpretation by the different educational actors.The notion of social justice in Ball’s writings on educational policies is characterized by the search for mechanisms that allow empowering an educator, an institution or region so that it can reach an acceptable level of development, its vision is identified with a broad vision on the problems of equality and social equity in the school and its social context, the inequalities in school access, the social inclusion of historically marginalized sectors and the reduction of social gaps, among others.It also traces the change of the idea of education as a public value to one centered on the market, referred to by Stephen Ball as excluding, by characterizing strategies that privatize public education.Este artículo analiza la perspectiva de Stephen Ball sobre justicia social en el estudio de las políticas educativas relacionadas con micro-política, elección de la escuela por los padres, neoliberalismo, papel del Estado, filantropía, reformas educativas, su impacto en la vida escolar y su constante reinterpretación por los diferentes actores educativos.La noción de justicia social en los escritos de Ball sobre políticas educativas se caracteriza por la búsqueda de mecanismos que permitan empoderar a un educando, una institución o región para que pueda alcanzar un nivel aceptable de desarrollo, su mirada está identificada con una amplia visión sobre los problemas de igualdad y equidad social en la escuela y su contexto social, las desigualdades en el acceso escolar, la inclusión social de los sectores históricamente marginados y la reducción de brechas sociales, entre otros.Igualmente se traza el cambio de la idea de educación como valor público a uno centrado en el mercado, referido por Stephen Ball como excluyente, al caracterizarle estrategias que privatizan la educación pública
Formação continuada do professor pedagogo em Matemática: reflexões a partir da abordagem de Stephen Ball
Get PDFEste artigo tem o propósito de comentar a abordagem do ciclo contínuo de políticas públicas, de Stephen Ball, a partir de ações de formação continuada de professores dos anos iniciais do ensino fundamental, em Matemática e, mais especificamente, da entrevista realizada com uma formadora responsável por quatro encontros de formação continuada, destinados a professores do 4o ano do ensino fundamental, em Matemática, promovidos pela Secretaria Municipal de Educação de São Paulo (SME-SP). Verifica-se que a lógica da verticalidade ainda impera na implementação das políticas públicas de formação continuada de professores, por meio da qual as ações oficiais definem e dirigem a prática docente em detrimento das reais demandas do professor
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
CONTRIBUIÇÕES DE STEPHEN BALL E COLABORADORES PARA O ESTUDO DE POLÍTICAS DE CURRÍCULO
No full textO presente texto apresenta algumas das formulações teóricas do sociólogo inglês Stephen Ball que podem contribuir para o estudo de políticas curriculares. Trata-se de uma breve explanação da “abordagem do ciclo de políticas” (policy cycle approach) e da “teoria da atuação” (theory of policy enactment), evidenciando constructos que convocam pesquisadores do campo de Políticas Educacionais a transcender a compreensão de que as políticas são imposições, algo que vem “de cima para baixo”, que alguém planeja e escreve, fixa em um texto, e outra pessoa “implementa”. Para Ball e colaboradores, os profissionais envolvidos no ato de interpretação da política e no ato de materialização dos textos em ações práticas, têm força e importância equivalentes em relação aos demais sujeitos e agentes que participam das formulações discursivas e da produção das políticas. Asseveram assim, que a produção de políticas educacionais é um processo ininterrupto e inevitavelmente marcado por disputas entre grupos com interesses conflitantes, na qual os textos são tentativas contínuas de reinvenção das práticas da mesma maneira que as práticas traduzem constante recriação dos textos.The text presents some theoretical formulations of English sociologist Stephen Ball which can contribute to the study of curriculum policies. It is a brief explanation on policy cycle approach and the theory of policy enactment pointing constructs that call on field researchers on educational policies to transcend the understanding that policies are impositions, something that “comes from the top”, that someone plans and writes, establishes a text, and another “implements”. To Ball and his collaborators, the professionals involved in policy interpretations and the materialization of those texts into practice, have equivalent power and importance compared to the other subjects and agents who took part in the discursive formulations and policy creation. Thus, they affirm that the creation of educational policies is a continuous process, inevitably marked by disputes between groups with conflicting interests, in which texts are repeated attempts to reinvent the practices, as well as practices constantly translate the recreation of the texts
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