Literaturnachweis - Detailanzeige
Autor/in | Williamson, Ben |
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Titel | Effective or Affective Schools? Technological and Emotional Discourses of Educational Change |
Quelle | In: Discourse: Studies in the Cultural Politics of Education, 33 (2012) 3, S.425-441 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0159-6306 |
DOI | 10.1080/01596306.2012.681901 |
Schlagwörter | Educational Change; Educational Policy; Technology Uses in Education; Influence of Technology; School Effectiveness; Foreign Countries; Educational Practices; Educational Strategies; Secondary Schools; Educational Technology; Emotional Experience; Well Being; Politics of Education; Cultural Influences; Economic Factors; Discourse Analysis; Affective Objectives; United States Bildungsreform; Politics of education; Bildungspolitik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schuleffizienz; Ausland; Bildungspraxis; Lehrstrategie; Sekundarschule; Unterrichtsmedien; Well-being; Wellness; Wohlbefinden; Educational policy; Cultural influence; Kultureinfluss; Ökonomischer Faktor; Diskursanalyse; USA |
Abstract | British schools have been positioned by recent educational policy discourses as sites of innovation and transformation in new technological contexts, but more recent concerns about well-being suggest a more "affective turn" in educational policy-making. This article provides an analysis of a project which has explored the ways in which schools are being re-imagined as spaces of effective technology-centredness, as well as sites for more emotional or affective child-centredness. I argue that far from being mutually exclusive categories, these technology-centred and child-centred orientations are conjoined in what I call "high-touch-tech" discourse where the "effective" and the "affective" are mutually constitutive. Finally, I situate these changes as consequent upon "emotion management" in work and social life, and suggest that an implication of the new policy focus on well-being for schools will be their requirement to perform "affect management." (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |