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Theory and texts of educational policy: Possibilities and constraints

dc.contributor.authorGonçalves, Teresa N. R.
dc.contributor.authorGomes, Elisabete Xavier
dc.contributor.authorAlves, Mariana Gaio
dc.contributor.authorAzevedo, Nair Rios
dc.date.accessioned2020-07-21T15:49:53Z
dc.date.available2020-07-21T15:49:53Z
dc.date.issued2012
dc.description.abstractIn our paper we aim at reflecting upon the extent to which educational theory may be used as a framework in the analysis of policy documents. As policy texts are ‘heteroglossic in character’ (Lingard and Ozga, in The Routledge Falmer reader in education policy and politics, Routledge, London and New York, 2007, p. 2) and create ‘‘circumstances in which the range of options available in deciding what to do are narrowed or changed’’ (Ball in, Education policy and social class: The selected works of Stephen J Ball, Routledge, London and New York, 2006, p. 46), they need to be theoretically tackled in their underlying assumptions and implications. This proposal draws on an analysis of two sets of documents of the European Union: texts produced between 2000 and 2006, underlying the European Union programmes; and texts produced by a working group focusing on the key competences of Lifelong Learning (2003–2006). Initially, the framework for the analysis of different documents was grounded on the existing research in the field of educational policy. Now we attempt a secondary analysis of the collected data by transposing the borders of this particular and highly prolific field. We argue that what is outside the texts may reshape what is inside the texts. Educational theory allows us to define some conceptual tools in order to question the documents as political apparatus which open and constrain possibilities. Therefore, we will use educational theory as an arena where different matters, perspectives and possibilities may be explored and assembled. We have engaged in a conversation with both the data and some theoretical approaches. Central to this conversation are the concepts of ‘‘ignorant schoolmaster’’ (Rancie`re, in The ignorant schoolmaster five lessons in intellectual emancipation, Stanford University Press, Stanford, 1991), ‘‘learning contexts’’ (Edwards, in Rethinking contexts for learning and teaching, Routledge, Oxon and New York, 2009a, b), and ‘‘experience’’pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.1007/s11217-012-9294-7pt_PT
dc.identifier.issn00393746
dc.identifier.urihttp://hdl.handle.net/10400.12/7718
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSpringer Netherlandspt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectLifelong learningpt_PT
dc.subjectEducational theorypt_PT
dc.subjectEuropean Unionpt_PT
dc.subjectPolicy textspt_PT
dc.titleTheory and texts of educational policy: Possibilities and constraintspt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.conferencePlaceNetherlandspt_PT
oaire.citation.endPage288pt_PT
oaire.citation.issue3pt_PT
oaire.citation.startPage275pt_PT
oaire.citation.titleStudies in Philosophy and Educationpt_PT
oaire.citation.volume31pt_PT
person.familyNameGonçalves
person.familyNameXavier Vieira Gomes
person.familyNameGaio Alves
person.givenNameTeresa N. R.
person.givenNameElisabete Maria
person.givenNameMariana
person.identifieru1ytoBQAAAAJ
person.identifier.ciencia-id2C1C-CFE6-2FFC
person.identifier.ciencia-id6819-3243-E909
person.identifier.ciencia-id3C1D-6ADA-4118
person.identifier.orcid0000-0003-0573-1454
person.identifier.orcid0000-0001-6635-6307
person.identifier.orcid0000-0001-8895-0796
person.identifier.ridL-1860-2013
person.identifier.scopus-author-id36767462900
person.identifier.scopus-author-id210312
person.identifier.scopus-author-id36349655900
rcaap.rightsrestrictedAccesspt_PT
rcaap.typearticlept_PT
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relation.isAuthorOfPublication.latestForDiscoveryb4a98c71-011b-414e-b9b3-7b634d01cfff

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