Exploring the Limits of 21st Century Educational Change Discourses

Autor/inn/en	Low, Bronwen; Farmer, Frédérick; Levitan, Joseph; Butler Kisber, Lynn; Rosenberg, Aron; Maccannell, Ellen; Gold, Vanessa; Starr, Lisa
Titel	Exploring the Limits of 21st Century Educational Change Discourses
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 44 (2023) 4, S.535-547 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Low, Bronwen) ORCID (Levitan, Joseph)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2022.2043830
Schlagwörter	Educational Change; Discourse Analysis; Neoliberalism; Design; High Schools; Foreign Countries; Politics of Education; Educational Research; Expertise; Canada + Suchen Sie Ihr Suchwort? Bildungsreform; Diskursanalyse; Neo-liberalism; Neoliberalismus; High school; Oberschule; Ausland; Educational policy; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Expert appraisal; Kanada
Abstract	This paper discusses the discourses surrounding an ambitious high-school transformation project in a large Canadian city that sought to reimagine education for 21st century learning. It was grounded in a broad review of the latest educational research. While an initial eight schools signed on, by the end of the second year all had left the project. Drawing upon Gee's ([2005]. "An introduction to discourse analysis: Theory and method." New York, NY: Routledge; [2014]. "How to do discourse analysis: A toolkit." New York, NY: Routledge) tools for analyzing 'Knowledge Building' discourses, we explore how the project's communications produced tensions and contradictions, which reflect similar ones within the global research discourses on educational change. Key elements include strong branding, inconsistent messaging over objectives and ownership, centralized control and external sources of authority, a 'start fresh' ethos, and unfamiliar educational values from systems and design thinking. Ultimately, neoliberal assumptions about the means and ends of schooling embedded in the 21st century change discourses undermined the collaborative and teacher driven stated aims of the project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01