Discourse in Curriculum Policy Enactment: A Focus on Leadership Practices

Autor/in	Terhoven, René
Titel	Discourse in Curriculum Policy Enactment: A Focus on Leadership Practices
Quelle	In: Perspectives in Education, 40 (2022) 4, S.262-275 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Terhoven, René)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.38140/pie.v40i4.6003
Schlagwörter	Curriculum Development; Educational Policy; Leadership Styles; School Administration; Government School Relationship; Working Class; Institutional Characteristics; Policy Formation; Organizational Change; Discourse Analysis; Teaching Methods; Learning Processes; Principals; Administrator Attitudes; Teacher Administrator Relationship; Faculty Development; Foreign Countries; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Führungsstil; Arbeiterklasse; Politische Betätigung; Organisationswandel; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Principal; Schulleiter; Ausland
Abstract	This article focuses on the prevailing discourse in the enactment of governmental curriculum policy via the leadership practices of school management teams (SMTs). Based on qualitative research in three selected working class schools, the article explores how the working class context positions schools in distinct ways to enact curriculum policy. Stephen Ball and colleagues' policy enactment theory is employed as a lens to investigate the enactment of curriculum policy via the four core leadership practices of setting direction, developing people, redesigning the organisation and managing teaching and learning. It is argued that these working class schools are regulated by the incoming discourse of the curriculum policy and they respond to this incoming discourse in an almost robotic way. The article highlights the two-folded nature of discourse, i.e. the incoming discourse of the curriculum policy, and the schools' discursive responses. The results indicate that the SMT's leadership practices are fundamentally impacted and determined by the schools' materiality and discursive constructions. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: https://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01