When theories become practice - a metaphorical analysis of adult-education school-leaders' talk.

Autor/in	Bjursell, Cecilia
Titel	When theories become practice - a metaphorical analysis of adult-education school-leaders' talk.
Quelle	In: European journal for Research on the Education and Learning of Adults, 7 (2016) 2, S. 191-205Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.3384/rela.2000-7426.rela9084
URN	urn:nbn:de:0111-pedocs-125378
Schlagwörter	Fallstudie; Interview; Gesellschaft; Bildungsmanagement; Bildungspolitik; Bildungsmarkt; Schulleiter; Partizipation; Marketing; Wirtschaftstheorie; Berufliche Integration; Erwachsenenbildung; Fortbildungsstätte; Modell; Theorie-Praxis-Beziehung; Wirkung; Führungskraft; Schweden
Abstract	Marketization has changed the education system. If we say that education is a market, this transforms the understanding of education and influences how people act. In this paper, adult-education school-leaders' talk is analysed and seven metaphors for education are found: education as administration, market, matching, democracy, policy work, integration and learning. Exploring empirical metaphors provides a rich illustration of coinciding meanings. In line with studies on policy texts, economic metaphors are found to dominate. This should be understood not only as representing liberal ideology, as is often discussed in analyses of policy papers, but also as representing economic theory. In other words, contemporary adult education can be understood as driven by economic theories. The difference and relation between ideology and theory should be further examined since they have an impact on our society and on our everyday lives. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/1