23 SES 01 C, Approaching Education Policy (Part 1)
Paper Session. Continued in 23 SES 02 C.
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.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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