A Critical Discourse Analysis of Curriculum for Excellence Implementation in Four Scottish Secondary School Case Studies

Autor/inn/en	Hardley, Stephanie; Gray, Shirley; McQuillan, Ruth
Titel	A Critical Discourse Analysis of Curriculum for Excellence Implementation in Four Scottish Secondary School Case Studies
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 4, S.513-527 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hardley, Stephanie) ORCID (Gray, Shirley) ORCID (McQuillan, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2019.1710463
Schlagwörter	Foreign Countries; Well Being; Child Health; Educational Policy; Excellence in Education; Educational Theories; Discourse Analysis; Secondary School Students; Case Studies; Outcomes of Education; Teaching Methods; Learning Processes; Values Education; Professional Autonomy; Academic Achievement; Policy Analysis; Curriculum Implementation; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Ausland; Well-being; Wellness; Wohlbefinden; Politics of education; Bildungspolitik; Lernerfolg; Educational theory; Theory of education; Bildungstheorie; Diskursanalyse; Sekundarschüler; Case study; Fallstudie; Case Study; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Werterziehung; Berufsfreiheit; Schulleistung; Politikfeldanalyse
Abstract	Improving the health and wellbeing (HWB) of children and young people has become a policy priority due to perceptions of decreased mental health and academic outcomes. This interest is seen in the Scottish education policy, Curriculum for Excellence (CfE); however, ambiguity around the term 'wellbeing' may hinder successful curriculum enactment. Drawing on Foucauldian theories, a critical discourse analysis was conducted on four secondary school case studies to analyse how discursive constructions of HWB were recontextualised at the local level. Analysis found that schools primarily conceptualised HWB as either teaching for achievement of predefined learning outcomes or teaching as a process for character development, and these competing curricular aims may constrain teachers' pedagogic autonomy and impede the more aspirational tenets of CfE policy. The findings point to the need for further clarification of CfE policy aims to better support implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01