Discourses and Identities in Contexts of Educational Change

Reviews / Votes

<<The chapters in this book collectively address an interesting range of educational change proposals and implementations, from global to local levels, and with varying points of impact within the overall educational enterprise [...]. Across this span we are presented with diverse and interesting perspectives on, and insights into, ways in which social orderliness and hierarchy are constituted and refined within everyday processes of people being recognized as being particular kinds of persons within particular contexts [...].This book could be read in many ways. My way reads it as a text that moves between forms of social research that speaks to questions of meaning, action, and social order, on the one hand, and forms of educational inquiry undertaken with a view to contributing toward promoting better quality learning and more equitable academic achievement, on the other. In the final analysis, the book prompts difficult questions about the relationship between how formal learning is socially ordered and the ideal of enhancing learning on an equitable basis [... ] (It) is a timely reminder that in the game of educational change the odds are stacked heavily in favour of established order, structure, and hierarchy>> (Colin Lankshear, from the Introduction) <<The chapters in this book collectively address an interesting range of educational change proposals and implementations, from global to local levels, and with varying points of impact within the overall educational enterprise [...]. Across this span we are presented with diverse and interesting perspectives on, and insights into, ways in which social orderliness and hierarchy are constituted and refined within everyday processes of people being recognized as being particular kinds of persons within particular contexts [...].This book could be read in many ways. My way reads it as a text that moves between forms of social research that speaks to questions of meaning, action, and social order, on the one hand, and forms of educational inquiry undertaken with a view to contributing toward promoting better quality learning and more equitable academic achievement, on the other. In the final analysis, the book prompts difficult questions about the relationship between how formal learning is socially ordered and the ideal of enhancing learning on an equitable basis [...] (It) is a timely reminder that in the game of educational change the odds are stacked heavily in favour of established order, structure, and hierarchy>> (Colin Lankshear, from the Introduction)