Dialectics and Dilemmas: Psychosocial Dimensions of Ability Grouping Policy

Autor/in	Clarke, Matthew
Titel	Dialectics and Dilemmas: Psychosocial Dimensions of Ability Grouping Policy
Quelle	In: Critical Studies in Education, 55 (2014) 2, S.186-200 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2014.891146
Schlagwörter	Foreign Countries; Ability Grouping; Equal Education; Educational Quality; Educational Policy; Psychiatry; Philosophy; Neoliberalism; Preservice Teachers; Student Attitudes; Professional Identity; Australia + Suchen Sie Ihr Suchwort? Ausland; Homogene Gruppierung; Niveaugruppierung; Streaming; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Psychiatrie; Philosophie; Neo-liberalism; Neoliberalismus; Schülerverhalten; Australien
Abstract	Ability grouping in schools and classrooms constitutes something of a policy hiatus in the Australian context, in contrast to the conspicuous visibility of equity and quality as explicit policy goals. This article examines what I am calling the dialectics -- i.e. moments of negation that allow for creation -- and dilemmas inhering in the complex and contradictory relationship between policy priorities of quality and equity, and practices of ability grouping, in Australian schooling. I explore these dialectics and dilemmas between these dimensions both at a macro, social level of policy and at a micro, psychological level of the teacher as a policy worker, exploring the latter through a vignette of one pre-service teacher grappling with issues of ability grouping in schools and classrooms. The article concludes with an argument for the value of generating continual dialectical exchange between the conscious and the unconscious, between the imaginary and symbolic registers, between psychotherapeutic and educational discourses and between policy and practice, as an essential element in ongoing formation of ethically and politically agentive teacher identities that are capable of holding policy to account in a climate that often positions teachers as educational technicians and curricular transmitters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10