Bernstein Revisited: The Recontextualisation of Equity in Contemporary Australian School Education

Autor/inn/en	Loughland, Tony; Sriprakash, Arathi
Titel	Bernstein Revisited: The Recontextualisation of Equity in Contemporary Australian School Education
Quelle	In: British Journal of Sociology of Education, 37 (2016) 2, S.230-247 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2014.916604
Schlagwörter	Foreign Countries; Equal Education; Educational Sociology; Educational Change; Politics of Education; Educational Policy; Academic Achievement; Competition; Academic Standards; Neoliberalism; Discourse Analysis; Educational Trends; Educational Practices; Information Dissemination; Web Sites; Government Role; Measurement; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Bildungssoziologie; Erziehungssoziologie; Bildungsreform; Educational policy; Bildungspolitik; Politics of education; Schulleistung; Wettkampf; Neo-liberalism; Neoliberalismus; Diskursanalyse; Bildungsentwicklung; Bildungspraxis; Informationsverbreitung; Web-Design; Messverfahren; Australien
Abstract	This article draws on the sociology of Basil Bernstein to show how his detailed theories of "recontextualisation" and the "pedagogic device" provide useful analytic levers to examine the politics of educational change. We focus on recent policy developments that have significantly impacted Australian school education: the Program for International Student Assessment; the National Assessment Programme for Numeracy and Literacy; and the government's public dissemination of school achievement data through the MySchool website. The analysis illustrates the ways in which the logics of economic rationalism not only have become ubiquitous in Australian education policy, but have come to recontextualise--or reshape--discourses of social and educational equity through new norms of competition, standardisation and commensurability. In doing so, the paper highlights the value of a Bernsteinian approach to understanding the vernacular character of neoliberalism in contemporary educational policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01