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| Autor/in | Kwok, Henry |
|---|---|
| Titel | In between Distributive and Evaluative Rules: Paradox of Pedagogic (Mis)Governance |
| Quelle | In: British Journal of Sociology of Education, 42 (2021) 3, S.388-403 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Kwok, Henry) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0142-5692 |
| DOI | 10.1080/01425692.2021.1891021 |
| Schlagwörter | Instruction; Governance; Curriculum Development; Foreign Countries; Secondary School Curriculum; Educational Sociology; Hong Kong |
| Abstract | This article addresses the paradoxical nature of 'pedagogic governance', developed from Bernstein's 'pedagogic device', that is, the use of pedagogic means (including knowledge) to govern entire populations in a 'totally pedagogised society'. While knowledge structures have received extensive coverage, not much attention has been given to the tensions between/within the distribution and evaluation of curricular knowledge. Through Derrida, I elaborate on the nature of distributive rules, theorising why a weakly framed curriculum is always open to transgression, that is, the 'potential discursive gap'. However, the subversive power of knowledge is hamstrung by the evaluative rules through high-stakes public assessment and legal-juridical regulations, over which the state is attempting to wield greater influence. Constant struggles between distributive and evaluative powers entail the paradox of pedagogic (mis)governance. To illustrate my argument, this article draws on the politics of curriculum reform in postcolonial Hong Kong as an example. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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