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Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy
Journal of Education Policy ( IF 3.000 ) Pub Date : 2021-06-13 , DOI: 10.1080/02680939.2021.1939423
Mathew Barnard 1
Affiliation  

ABSTRACT

This paper looks empirically at how the UK’s policy of securitisation within education impacts on the meso-level space of cultural ethos and pedagogy within two majority non-white secondary schools and one majority non-white further education college. It does so primarily by documenting how British Values and Prevent policies enabled through the British Government’s Counter-Terrorism and Security Act have impacted on institutional ethos both in terms of objective structures and staff subjectivities. It is argued here that the security-curriculum ensemble is a recognition of this meso-level space by central government and represents a development in moves made to restrict access and agency within this space, and even to circumscribe this space through symbolic violence. This paper concludes by urging school/college leaders to exercise their agency at the meso-level; to recognise this space as a place for democratisation and decolonisation as an equitable alternative to enforced cultural ‘upgrading’ and in(ex)clusion presented through securitisation policy that is in reality an instrument of symbolic domination.



中文翻译:

理论化与证券化政策相关的校风和文化教育学的中观空间

摘要

本文实证研究了英国的教育证券化政策如何影响两所非白人中学和一所非白人继续教育学院的文化精神和教学法的中观空间。它主要通过记录英国政府的《反恐与安全法》实施的英国价值观和预防政策如何在客观结构和员工主体性方面对制度精神产生影响。这里有人认为,安全课程合奏是中央政府对这一中级空间的认可,代表了限制该空间内的访问和代理,甚至通过象征性暴力限制该空间的举措的发展。本文最后敦促学校/学院领导在中观层面行使他们的能动性;承认这个空间是民主化和非殖民化的地方,作为通过证券化政策提出的强制文化“升级”和排斥的公平替代方案,实际上是象征性统治的工具。

更新日期:2021-06-13
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