Leading the Global
Education Debate
The IOE’s
International Lecture Series
The Problem of
Recontextualisation
意味と関係の編み直しの問題
Paul Dowling
Leading the
Global
Education
Debate
The IOE’s
International
Lecture Series
Contents
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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
授業研究
意味と関係の編み直しの問題
Leading the Global Education Debate
The IOE’s International Lecture Series
The art of winemaking
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Leading the Global Education Debate
The IOE’s International Lecture Series
Sari technology
5
Leading the Global Education Debate
The IOE’s International Lecture Series
Sari technology
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Leading the Global Education Debate
The IOE’s International Lecture Series
Alliances and Oppositions
“People know what they do; they frequently know why
they do what they do; but what they don’t know is what
what they do does”
(Michel Foucault, quoted in Dreyfyus & Rabinow, 1982; p. 187)
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Leading the Global Education Debate
The IOE’s International Lecture Series
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.
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Leading the Global Education Debate
The IOE’s International Lecture Series
The value of schooling in SA
Focus
Mode
Cultural capital
Social capital
Embodied
habitus
hub
Objectified
symbols
network
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Leading the Global Education Debate
The IOE’s International Lecture Series
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
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Leading the Global Education Debate
The IOE’s International Lecture Series
Domains of action
Content
Expression
High institutionalisation
Low institutionalisation
High institutionalisation
Esoteric domain
Descriptive domain
Low institutionalisation
Expressive domain
Public domain
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Leading the Global Education Debate
The IOE’s International Lecture Series
Public domain
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Leading the Global Education Debate
The IOE’s International Lecture Series
Public domain
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Leading the Global Education Debate
The IOE’s International Lecture Series
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)
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Leading the Global Education Debate
The IOE’s International Lecture Series
Public domain
Esoteric
domain
Partial
integration
Public
domain
collection
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fetch
push
Leading the Global Education Debate
‘real
world’
collection
The IOE’s International Lecture Series
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)
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Leading the Global Education Debate
The IOE’s International Lecture Series
A mediaeval scriptorium
Focus
Mediation
Unmediated
Mediated
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Competence
Performance
delegating
apprenticing
teaching
instructing
Leading the Global Education Debate
The IOE’s International Lecture Series
Interacting with Basil Bernstein
Discursive target
Alliance
Closure
Openness
Similars
equilibration
exchange of narratives
hegemony
pastiche
Disimilars
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Leading the Global Education Debate
The IOE’s International Lecture Series
Interacting with Basil Bernstein
Equilibration (difficulties with BB’s 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
• God’s eye view c.f. view from within the sociocultural plane
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Leading the Global Education Debate
The IOE’s International Lecture Series
Imposing authority
Pratice
Author
Open
Closed
Closed
charismatic
traditional
liberal
bureaucratic
Open
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Leading the Global Education Debate
The IOE’s International Lecture Series
Imposing bureaucracy
Content focus
Form focus
Closed
Open
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Closed
Open
curricular
accounting
domain
liberal
Leading the Global Education Debate
The IOE’s International Lecture Series
授業研究 (research by Kanako Kusanagi)
Esoteric domain of 授業研究
•Procedures involving preparation, observation and discussion of
lesson—generic across subjects
•Theory
•Reflection will disrupt routine understanding and practice
•Equilibration will result in improved understanding and practice
•Imposition of authority will impede equilibration
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Leading the Global Education Debate
The IOE’s International Lecture Series
授業研究: 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
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Leading the Global Education Debate
The IOE’s International Lecture Series
授業研究: 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
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Leading the Global Education Debate
The IOE’s International Lecture Series
意味と関係の編み直しの問題
•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
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Leading the Global Education Debate
The IOE’s International Lecture Series
Any questions?
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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
授業研究
意味と関係の編み直しの問題
Leading the Global Education Debate
Institute of Education
University of London
20 Bedford Way
London WC1H 0AL
Tel +44 (0)20 7612 6000
Fax +44 (0)20 7612 6126
Email [email protected]
Web www.ioe.ac.uk