23 SES 11C, Policy Scholarship (Singh 2)
Symposium continued from 23 SES 10 C
While globally, education systems and institutions are being reformed along business lines, and are increasingly inundated with data, including international and national standardised testing data, diagnostic test data, parent satisfaction surveys, and teacher performance reviews, there is considerable variation in how this is playing out across the four jurisdiction of England, Scotland, Wales and Northern Ireland. Bernstein’s (2000) sociology of pedagogy enables comparison’s to be made across the jurisdictions that point to differences in symbolic control and kind of spaces are opened up (or closed down) for teachers to take account of student differences (author et al., in progress). While England has a highly prescriptive curriculum, and Wales is developing a curriculum with the teaching profession (Donaldson Review 2015), Scotland does not have a national curriculum so much as guidance to teachers. Thus teachers in Scotland can, within limits of the guidance, undertake a form of curricular-making, an example of which is explored in this paper. The paper brings together three specific interests: my continuing work on reimagining Bernstein’s Restricted Codes enlivened by new material feminist scholarship (author, forthcoming); the intergenerational transmission of knowledge in communities, and specifically research into community survival in ex-industrial places and my recent ethnographic work in an ancient Scottish fisher village where the local primary school teachers and pupils (aged 9-11 years of age) undertook a school project with the local maritime museum. This paper draws on a two year long ethnographic study undertaken in a Scottish fisher village marked by de-industrialisation and mounting levels of poverty. It suggests how teachers were able to work within the layers of symbolic control (at the level of national policy and local authority contexts and at school level) to create a highly meaningful curriculum and pedagogy for year 6-7 pupils in the village. An innovative school project undertaken with the local, volunteer run, maritime museum, was able to bridge between community (restricted) and academic (elaborated) codes. Previously I argued that in England, an academic curriculum (powerful knowledge) and performance pedagogy, was failing young people living in areas of high poverty (author, forthcoming). Here I explore further the affective and processual underbelly of so called Restricted Codes in a Scottish setting that enabled teachers to develop competence pedagogies, and how in this case, they used the regulative frameworks to legitimate ways of attuning to the affective dimensions of community codes as the starting point for learning.
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity. Theory, Research, Critique. Revised Edition. (2nd ed.). Lanham, Boulder, New York, Oxford: Rowan & Littlefield Publishers, Inc. Donaldson, J. (2015). Successful Futures: Independent Review of Curriculum and Assessment Arrangements in Wales. Cardiff: Welsh Government Ivinson, G (under review) Re-imaging Bernstein’s Restricted Codes, for EERJ Ivinson, G. (2012) ‘Boys, skills and class: educational failure or community survival’ Insights from Vygotsky and Bernstein’ in H. Daniels Vygotsky and Sociology. London and New York: Routledge. Ivinson, G., Beckett, L., Thompson, I., Egan, D. and McKenny, S. (in progress)’Poverty and Schooling: Comparing policy regimes in four jurisdictions of the UK with implications for teachers’ professional practice’ for Education, for R. Boyask and C. Lubienski, (eds) Special Issue: From Critical Research to Policy, Journal of Policy Futures in Education
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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