Leading the Global Education Debate

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Leading the Global Education Debate

• The IOEs
• International Lecture Series

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The Problem of Recontextualisation?????????????
Leading the Global Education Debate The IOEs
International Lecture Series

• Paul Dowling

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Contents

1. The art of winemaking
2. Sari technology
3. Alliances and Oppositions
4. The value of schooling in South Africa
5. Domains of action
6. A mediaeval scriptorium
7. Interacting with Basil Bernstein
8. Imposing authority
9. Bureaucratising Higher Education
10. ????
11. ?????????????

Leading the Global Education Debate The
IOEs International Lecture Series
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The art of winemaking
Leading the Global Education Debate The
IOEs International Lecture Series
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Sari technology
Leading the Global Education Debate The
IOEs International Lecture Series
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Sari technology
Leading the Global Education Debate The
IOEs International Lecture Series
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Alliances and Oppositions
People know what they do they frequently know
why they do what they do but what they dont
know is what what they do does (Michel
Foucault, quoted in Dreyfyus Rabinow, 1982 p.
187)
Leading the Global Education Debate The
IOEs International Lecture Series
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Alliances and Oppositions
The sociocultural is characterised by strategic,
autopoietic action directed at the formation,
maintenance and destabilising of alliances and
oppositions, the visibility of which is emergent
upon the totality of such action, enabling their
recruitment into subsequent action.
Leading the Global Education Debate The
IOEs International Lecture Series
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The value of schooling in SA
Mode Focus Focus
Mode Cultural capital Social capital
Embodied habitus hub
Objectified symbols network
Leading the Global Education Debate The
IOEs International Lecture Series
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Disciplinarity
A collection is a set of natural or artificial
objects, kept temporarily or permanently out of
the economic circuit, afforded special protection
in enclosed places adapted specifically for that
purpose and put on display. (Pomian, K. 1990
p. 9
Leading the Global Education Debate The
IOEs International Lecture Series
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Domains of action
Expression Content Content
Expression High institutionalisation Low institutionalisation
High institutionalisation Esoteric domain Descriptive domain
Low institutionalisation Expressive domain Public domain
Leading the Global Education Debate The
IOEs International Lecture Series
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Public domain
Leading the Global Education Debate The
IOEs International Lecture Series
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Public domain
Leading the Global Education Debate The
IOEs International Lecture Series
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Mathematisation

• Starting with a problem in reality.
• Organising it according to mathematical concepts
  and identifying the relevant mathematics.
• Gradually trimming away the reality to transform
  the real-world problem into a mathematical
  problem that faithfully represents the situation.
  
• Solving the mathematical problem.
• Making sense of the mathematical solution in
  terms of the real situation.
• (OECD, 2008 p. 99)

Leading the Global Education Debate The
IOEs International Lecture Series
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Public domain
Partial integration
fetch
push
Leading the Global Education Debate The
IOEs International Lecture Series
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Push into public domain
I learned that police are probably really being
racial because there should be Latino people
between a range of 1-5 percent, and no, their
range is 21 percent Latino people and also I
learned that mathematics is useful for many
things in life, math is not just something you
do, it's something you should use in
life. (Gutstein, 2002 no page numbers)
Leading the Global Education Debate The
IOEs International Lecture Series
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A mediaeval scriptorium
Mediation Focus Focus
Mediation Competence Performance
Unmediated delegating apprenticing
Mediated teaching instructing
Leading the Global Education Debate The
IOEs International Lecture Series
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Interacting with Basil Bernstein
Alliance Discursive target Discursive target
Alliance Closure Openness
Similars equilibration exchange of narratives
Disimilars hegemony pastiche
Leading the Global Education Debate The
IOEs International Lecture Series
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Interacting with Basil Bernstein

• Equilibration (difficulties with BBs theory)
• Classification and Framing cannot vary
  independently at any given level of analysis
• Weak empirical grounding in some areas including
  the use of fictional data
• Pastiche
• Modernist c.f. postmodernist approache
• Gods eye view c.f. view from within the
  sociocultural plane

Leading the Global Education Debate The
IOEs International Lecture Series
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Imposing authority
Author Pratice Pratice
Author Open Closed
Closed charismatic traditional
Open liberal bureaucratic
Leading the Global Education Debate The
IOEs International Lecture Series
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Imposing bureaucracy
Form focus Content focus Content focus
Form focus Closed Open
Closed curricular accounting
Open domain liberal
Leading the Global Education Debate The
IOEs International Lecture Series
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???? (research by Kanako Kusanagi)

• Esoteric domain of ????
• Procedures involving preparation, observation and
  discussion of lessongeneric across subjects
• Theory
• Reflection will disrupt routine understanding and
  practice
• Equilibration will result in improved
  understanding and practice
• Imposition of authority will impede equilibration
  

Leading the Global Education Debate The
IOEs International Lecture Series
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???? success (?) in Japan

• Organic development
• Japanese elementary and junior high school
  teachers accountable in rspect of teaching
  skills equilibration motivated
• Not widely implemented in Senior High schools
  where subject knowledge is privileged

Leading the Global Education Debate The
IOEs International Lecture Series
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???? failure in Indonesia

• Push from organic Japanese scheme
• Official contexts hierarchical and bureaucratic
  responsibility
• Unofficial contexts community activities can
  prevail over official responsibilities
• No motive for equilibration

Leading the Global Education Debate The
IOEs International Lecture Series
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?????????????

• Liberal imagination is constituted by a
  fetishising of culture and a failure to recognise
  the specificity of the social relations that
  sustain it
• Faith in equilibration and the effectiveness of
  push strategies

Leading the Global Education Debate The
IOEs International Lecture Series
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Any questions?

• The art of winemaking
• Sari technology
• Alliances and Oppositions
• The value of schooling in South Africa
• Domains of action
• A mediaeval scriptorium
• Interacting with Basil Bernstein
• Imposing authority
• Bureaucratising Higher Education
• ????
• ?????????????

Institute of Education University of London 20
Bedford Way London WC1H 0AL Tel [phone]
6000 Fax [phone] Email
info_at_ioe.ac.uk Web www.ioe.ac.uk
Leading the Global Education Debate