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

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Contents1 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 授業研究 11 意味と関係の編み直しの問題

Leading the Global Education Debate The IOE’s International Lecture Series

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The art of winemaking

Leading the Global Education Debate The IOE’s International Lecture Series

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Sari technology

Leading the Global Education Debate The IOE’s International Lecture Series

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Sari technology

Leading the Global Education Debate The IOE’s International Lecture Series

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Alliances and Oppositions

Leading the Global Education Debate The IOE’s International Lecture Series

“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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Alliances and Oppositions

Leading the Global Education Debate The IOE’s International Lecture Series

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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The value of schooling in SA

Leading the Global Education Debate The IOE’s International Lecture Series

ModeFocus

Cultural capital Social capital

Embodied habitus hub

Objectified symbols network

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Disciplinarity

Leading the Global Education Debate The IOE’s International Lecture Series

[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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Domains of action

Leading the Global Education Debate The IOE’s International Lecture Series

ExpressionContent

High institutionalisation Low institutionalisation

High institutionalisation Esoteric domain Descriptive domain

Low institutionalisation Expressive domain Public domain

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Public domain

Leading the Global Education Debate The IOE’s International Lecture Series

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Public domain

Leading the Global Education Debate The IOE’s International Lecture Series

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Mathematisation

Leading the Global Education Debate The IOE’s International Lecture Series

•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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Public domain

Leading the Global Education Debate The IOE’s International Lecture Series

fetchPartial integration

push

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Push into public domain

Leading the Global Education Debate The IOE’s International Lecture Series

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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A mediaeval scriptorium

Leading the Global Education Debate The IOE’s International Lecture Series

MediationFocus

Competence Performance

Unmediated delegating apprenticing

Mediated teaching instructing

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Interacting with Basil Bernstein

Leading the Global Education Debate The IOE’s International Lecture Series

AllianceDiscursive target

Closure Openness

Similars equilibration exchange of narratives

Disimilars hegemony pastiche

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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

Leading the Global Education Debate The IOE’s International Lecture Series

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Imposing authority

Leading the Global Education Debate The IOE’s International Lecture Series

AuthorPratice

Open Closed

Closed charismatic traditional

Open liberal bureaucratic

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Imposing bureaucracy

Leading the Global Education Debate The IOE’s International Lecture Series

Form focusContent focus

Closed Open

Closed curricular accounting

Open domain liberal

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授業研究 (research by Kanako Kusanagi)

Leading the Global Education Debate The IOE’s International Lecture Series

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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授業研究 : success (?) in Japan

Leading the Global Education Debate The IOE’s International Lecture Series

•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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授業研究 : failure in Indonesia

Leading the Global Education Debate The IOE’s International Lecture Series

•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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意味と関係の編み直しの問題

Leading the Global Education Debate The IOE’s International Lecture Series

•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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Any questions?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 授業研究 11 意味と関係の編み直しの問題

Institute of EducationUniversity of London20 Bedford WayLondon WC1H 0AL

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