Policy as numbers: ac/counting for educational research   总被引：1，自引：0，他引：1  

Bob Lingard 《The Australian Educational Researcher》2011,38(4):355-382

This paper provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its effects on policy and for educational research. Policy as numbers is located within the literatures on numbers in politics and the statistics/state relationship and, while recognising the longevity of the latter relationship, it is argued that the governance turn and neo-liberalism have strengthened the role of numbers in contemporary education policy. This phenomenon is situated in the contemporary ‘structure of feeling’, which sees politics reduced to managing the everyday and the evisceration of a progressive imaginary. The paper then documents the impact within education, focusing both on the emergent global education policy field and on the national agenda in Australian schooling and the related rise of ‘gap talk’, both globally and nationally. The paper concludes by drawing out some implications for educational research, suggesting that we as educational researchers are also being positioned by policy as numbers.  相似文献   

Drivers of illicit drug use regulation in Australian sport     

Bob Stewart  Daryl Adair  Aaron Smith 《Sport Management Review》2011,14(3):237-245

Most Australian sport stakeholders not only believe that government regulation is a good thing, but also assume that intervention in the drug-use problem will improve sport's social outcomes and operational integrity. In this paper we examine the regulation of illicit drug use in Australian sport through an interrogation of two cases: the Australian Football League and the National Rugby League. Using Pierre Bourdieu's conceptual frames of social field, capital, and habitus, we aim to secure a clearer understanding of the drivers of Australian sport's illicit drug regulations by (1) identifying those stakeholders who set the drug regulation agenda, (2) revealing the values and dispositions that underpin these regulations, and (3) explaining how dominant stakeholders go about sustaining their position and marginalising those stakeholders with opposing drug regulation claims. Our results show that Australian sport's drug-use regulations are driven by a set of values and dispositions that views sport as an instrument for shaping the character of its participants, and drugs as a threat to sport's moral fabric and good standing. The dominant stakeholders, comprising the Commonwealth Government, its sport agencies, and the major governing bodies for sport, imposed these values and dispositions on peripheral stakeholders by designing a drugs-in-sport social field that yielded capital and power to only those participants who endorsed these values and dispositions. Peripheral stakeholders – including players, their agents, and drug-treatment professionals – who mostly shared different values and dispositions, were sidelined, and denied the opportunity of adding to their already limited supplies of capital, power, and policy making influence.  相似文献   

Learning at work in a tiger economy     

Bob MacKenzie 《Action Learning: Research and Practice》2014,11(3):380-385

  相似文献   

The morality of scientists revisited     

J. W. Grove 《Minerva》1996,34(1):57-67

  相似文献   

Connecting with connexions: the role of the personal adviser with young people with special educational and support needs     

Bob Grove  Alison Giraud–Saunders 《Support for Learning》2003,18(1):12-17

The Connexions service has particular responsibility for coordinating transition planning for students with learning difficulties. In this study Bob Grove and Alison Giraud–Saunders report on the development of the personal adviser (PA) role in two special schools and an FE college as part of the Lewisham Connexions pilot. This article is based on the evaluation report of the Connecting with Connexions project, which is available in full from the authors.  相似文献   

Current Literature     

Debbie Fisher  Bob Gann  Shane Godbolt  John Hewlett  Julian Hodgson  Jane Williamson 《Health information and libraries journal》1986,3(3):189-193

  相似文献   

The Pedagogical Theories of A. S. Makarenko: a comparative analysis     

Bob Caskey 《比较教育学》1979,15(3):277-286

  相似文献   

The Three R's of Pastoral Care: Relationships, Respect and Responsibility     

Michael Grove 《Pastoral Care in Education》2004,22(2):34-38

The author argues that over the last twenty years we have witnessed an evolution in pastoral care that is unparalleled in any other field of education. There has been controversy over the definition and these different views are discussed. The paucity of research and literature in the field and particularly in relation to the pastoral needs of teachers andstaff is emphasized.
In this paper it is suggested that the needs of school staff in respect of pastoral care are relatively neglected in the literature. Using the three R's of pastoral care – relationships, respect and responsibility – this paper focuses attention on teachers and their needs in the workplace. It is argued that attention to relationships, respect and responsibility enablesa proactive collaborative approach in which all members of the school community play a crucial role in the pastoral care of students.  相似文献   

Book reviews     

Bob Cowen  Norman Evans  Hugh Glanville  Bruce Williams  Rupert Wilkinson 《Higher Education》1993,26(4):471-479

  相似文献   

George     

Bob Rogers 《English in Education》1988,22(1):101-102

  相似文献