Orwellian codes of behaviour exploring ideological power in education research policy

2020 ◽  
Vol 12 (3) ◽  
pp. 261-275
Author(s):  
Chris Holligan
Keyword(s):  
Education Research ◽  
Research Policy ◽  
Teacher Autonomy ◽  
Teaching And Research ◽  
Intellectual Inquiry ◽  
Is Value

Conceptions of education research as independent and serving the interests of truth have come to represent freedoms that emerge from the application of intellectual inquiry. Critiques of education research and its relevance to the enhancement of education, coupled with neoliberal market-led pragmatism, have contributed to the erosion of an enlightenment heritage. In this nexus, empowerment is replaced by control. There is an absence of analysis of the Scottish National Party’s education research policy which means its regime of governance through logics of quantification productive of asymmetries of power has gone unrecognized. It is argued this policy produces a metrification of teaching and research which constructs teaching and research as servile to external discourses. These encroachments into autonomy and professionalism are intellectually clandestine as they operate through assumptive worlds holding that evidence is value-free rather than the outcome of constructivist processes driven by choice. Orwell’s dystopian vision of a subjugated society informs the meaning of the argument in the paper—that technologies of control and surveillance re-shape teacher autonomy and instrumentalize research such that its power to arbitrate is emasculated.

Brain Research, Learning and Emotions: implications for education research, policy and practice1

2008 ◽  
Vol 43 (1) ◽  
pp. 87-103 ◽  
Author(s):  
CHRISTINA HINTON ◽  
KOJI MIYAMOTO ◽  
BRUNO DELLA-CHIESA
Keyword(s):  
Education Research ◽  
Brain Research ◽  
Research Policy

scholarly journals The “Exceptional” Physics Girl

2016 ◽  
Vol 54 (1) ◽  
pp. 88-126 ◽  
Author(s):  
Louise Archer ◽  
Julie Moote ◽  
Becky Francis ◽  
Jennifer DeWitt ◽  
Lucy Yeomans
Keyword(s):  
Science Education ◽  
Education Research ◽  
Longitudinal Study ◽  
Survey Data ◽  
Quantitative Data ◽  
Research Policy ◽  
Career Aspirations ◽  
Identity Work ◽  
Policy And Practice ◽  
Qualitative And Quantitative

Female underrepresentation in postcompulsory physics is an ongoing issue for science education research, policy, and practice. In this article, we apply Bourdieusian and Butlerian conceptual lenses to qualitative and quantitative data collected as part of a wider longitudinal study of students’ science and career aspirations age 10–16. Drawing on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who had been tracked from age 10 to 16), we focus in particular on seven girls who aspired to continue with physics post-16, discussing how the cultural arbitrary of physics requires these girls to be highly “exceptional,” undertaking considerable identity work and deployment of capital in order to “possibilize” a physics identity—an endeavor in which some girls are better positioned to be successful than others.

scholarly journals Transforming Settlement Work

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Jennifer Clarke ◽  
Eileen Wan
Keyword(s):  
Education Research ◽  
Social Work ◽  
Social Workers ◽  
Social Work Education ◽  
Critical Analysis ◽  
Research Policy ◽  
Current Approach ◽  
Policy And Practice ◽  
Settlement Services ◽  
Work Education

Today, the concept of anti-oppression is prevalent in social work education, research, policy, and practice. However, it is a relatively new concept in the settlement sector, and little is known about its application in settlement work. In this article, two social workers provide their critical analysis and reflections of anti-oppression work with newcomer youth in schools. Drawing on the literature and their experiences, the authors contend that the current approach to settlement work with newcomer youth is rooted in colonialism and racism, and they propose an anti-oppression approach as a new way for settlement workers to work with newcomer youth. KEYWORDS: newcomer youth, school settlement workers, anti-oppression, settlement services, anti-oppressive practice

scholarly journals International Comparison of Education Research Policies

2017 ◽  
Vol 7 (1&2) ◽  
pp. 62-70
Author(s):  
Yung Ming Shu
Keyword(s):  
Education Research ◽  
Educational Policy ◽  
International Organizations ◽  
Public Interest ◽  
Research Policy ◽  
Research Result ◽  
Basic Research ◽  
Main Concern ◽  
Evidence Based ◽  
Four Dimensions

This is a comparative study of the education research policies in several countries and international organizations. The purpose of the comparison is to discover the trends in this field. Four dimensions are used for education research policy: the aims of education research, the promoted research methods, the priority areas in education research, and databases for education research. These dimensions need direction and support from government. The findings are that public interest is pursued by education research institutes. However, any research result that runs counter to current policies will be suppressed. Stakeholders, such as sponsors, researchers and journals, do not take public interest as their main concern. The most promoted method in education research is evidence-based research because it is thought to be more useful and reproducible. The priority area for education research, however, is not so evident. But basic research and new areas, like neuroscience and popular culture, are more common. There are databases for education research in many countries. PISA of OECD is the most conspicuous one in recent years. Education research and educational policy is interwoven together. Education research can contribute to educational policy, while educational policy many direct the orientation of education research. Each should have the other in mind.

scholarly journals Editors' Introduction

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Alexander W. Wiseman ◽  
C. C. Wolhuter
Keyword(s):  
Education Research ◽  
International Education ◽  
Research Policy ◽  
Educational Systems ◽  
Evidence Based ◽  
Policy And Practice ◽  
Comparative And International Education ◽  
Community Of Researchers ◽  
Research In Education ◽  
Interdisciplinary Scholarship

The inaugural issue of FIRE: Forum for International Research in Education begins a new chapter in the scholarly and professional discussion of comparative and international education research, policy, and practice. Comparative and international education research has become increasingly isolated from educational policymaking as well as school- and classroom-level decisionmaking as the amount and diversity of research in the field has grown. FIRE is an international, peer-reviewed publication, which seeks to bridge this gap by promoting interdisciplinary scholarship on the use of internationally comparative data for evidence-based and innovative change in educational systems, schools, and classrooms worldwide. FIRE provides an open source and widely accessible platform for disseminating research on education from multiple cultural, organizational and national perspectives. To introduce FIRE to the community of researchers, policymakers, and educators this introduction provides an overview of the journal

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