Session Information
23 SES 01 C, Approaching Education Policy (Part 1)
Paper Session. Continued in 23 SES 02 C.
Contribution
Method
Expected Outcomes
References
AERA (American Educational Research Association) (2008). Standards for reporting on Humanities-oriented research in AERA publications. [Draft Report, 30 April]. Website: www.aera.net (accessed in June 2008). Einarsdóttir, Þ. (1999). The gendering of status and status of gender: The case of the Swedish medical profession. In I.Hellberg, M.Saks & C.Benoit (Eds.), Professional identities in transition: Cross cultural dimensions. (Monograph from the Department of Sociology 71). Gothenburg: Gothenburg University. Ellsworth, E. (1989). Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297–324. Foucault, M. (1971). Orders of discourse. Social Science Information, 10(2), 7–30. Foucault, M. (1978). Politics and the study of discourse. Ideology and Consciousness, 3, 7–26. Foucault, M. (1979). What is an author? In J.V. Harari (Ed.), Textual strategies. Perspectives in post-structural criticism (pp. 141–160). Ithaca (N.Y.): Cornell University Press. Foucault, M. (1981). Questions of method [an interview]. I & C, 8, 3–14. Foucault, M. (1998/1967). On the ways of writing history. In J.D. Faubion (Ed.), Aesthetics, methods, and epistemology (pp. 279–295). New York: The New Press. Foucault, M. (1998/1972). Return to history. In J.D. Faubion (Ed.), Aesthetics, methods, and epistemology (pp. 419–432). New York: The New Press. Jóhannesson, I.Á. (1998). Genealogy and progressive politics: Reflections on the notion of usefulness. In T.S. Popkewitz & M. Brennan (Eds.), Foucault’s challenge: Discourse, knowledge and power in education (pp. 297–315). New York og London: Teachers College Press. Jóhannesson, I.Á. (2004). Karlmennska og jafnréttisuppeldi [Masculinity and gender equality education]. Reykjavík: Rannsóknastofa í kvenna- og kynjafræðum við Háskóla Íslands [The Centre for Women’s and Gender Studies at the University of Iceland]. Jóhannesson, I.Á. (2005a). Icelandic nationalism and the Kyoto Protocol: An analysis of the discourse on global environmental change in Iceland. Environmental Politics, 14, 495–509. Jóhannesson, I.Á. (2006a). ‘Strong, independent, able to learn more …’ Inclusion and the construction of school students in Iceland as diagnosable subjects. Discourse: Studies in the cultural politics of education, 27, 103–119. Jóhannesson, I.Á. (2006b). Leitað að mótsögnum. Um verklag við orðræðugreiningu [Finding contradictions. How-to analyse discourse]. In R. Traustadóttir (Ed.), Fötlun. Hugmyndir og aðferðir á nýju fræðasviði [Disability. Ideas and methods for a new research area]. Reykjavík: Háskólaútgáfan [University of Iceland Press]. Jóhannesson, I.Á. (in progress). Historical discourse analysis as professional and political reflexivity. Kallós, D. (1981). The study of schooling: What is studied? Why? And how? In T.S. Popkewitz & R.B.Tabaschnick (Ed.), The study of schooling. Field based methodologies in educational research and evaluation (pp. 31–68). New York: Preager. Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge. Lather, P. (2006). Foucauldian scientificity: Rethinking the nexus of qualitative research and educational policy analysis. International Journal of Qualitative Studies, 19, 783–791. Lather, P. (2007). Post(critical) feminist methodology: Getting lost. Presentation at the American Educational Research Association conference, Chicago, 9–13 April, 2007. Sawicki, J. (1991). Disciplining Foucault: Feminism, power and the body. New York & London: Routledge. Sharp, L. & Richardson, T. (2001). Reflections on Foucauldian discourse analysis in planning and environmental policy research. Journal of Environmental Policy & Planning, 3, 193–209. Søndergaard, D.M. (2002). Poststructuralist approaches to empirical analysis. Qualitative Studies in Education, 15, 187–204. Tamboukou, M. (2000). The paradox of being a woman teacher. Gender and Education, 12, 463–478. Tamboukou, M. (2001). Writing genealogies: An exploration of Foucault’s strategies for doing research. Discourse: Studies in the cultural politics of education, 20, 201–217 Thomas, S. (2003). The ‘trouble with our schools’: A media construction of public discourses on Queensland schools. Discourse: Studies in the cultural politics of education, 24, 19–33. Thomson, P. (2001). How principals lose ‘face’: A disciplinary tale of educational administration and modern managerialism. Discourse: Studies in the cultural politics of education, 22, 5–22.
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