Effective or Affective Schools? Technological and Emotional Discourses of Educational Change

Autor/in	Williamson, Ben
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10