Gourlay, L. Open education as a ‘heterotopia of desire’ (2015) Learning, Media and Technology, 18 p. Article in Press. DOI: 10.1080/17439884.2015.1029941 Abstract The movement towards ‘openness’ in education has tended to position itself as inherently democratising, radical, egalitarian and critical of powerful gatekeepers to learning. While ‘openness’ is often positioned as a critique, I will …
O’Neill, A.-M. The New Zealand experiment: assessment-driven curriculum – managing standards, competition and performance to strengthen governmentality (2015) Journal of Education Policy, 24 p. Article in Press. DOI: 10.1080/02680939.2015.1033766 Abstract Following the Tomorrow’s Schools administrative restructuring, a second wave of educational change installed globalised discourses as governmentality policies in Aotearoa New Zealand. Drawing on Foucault’s …
Disney, T. Complex spaces of orphan care – a Russian therapeutic children’s community (2015) Children’s Geographies, 13 (1), pp. 30-43. DOI: 10.1080/14733285.2013.827874 Abstract Institutions of orphan care are immensely complex spaces imbued with social and cultural norms, and can exhibit intricate power relations and particularly severe examples of surveillance. While there have been numerous excellent …
Wrench, A., Garrett, R. Gender encounters: becoming teachers of physical education (2015) Sport, Education and Society, 17 p. Article in Press. DOI: 10.1080/13573322.2015.1032922 Abstract Pre-service teachers of physical education (PE) bring understandings about gender and bodies to their university studies. These understandings are partially informed by biographies and experiences and bear potential to mediate learning …
Johansen, M.B. Fall of the public teacher – discourse of intimacy and the teaching profession in Denmark (2014) Research Papers in Education, 23 p. Article in Press. DOI: 10.1080/02671522.2014.989176 Abstract This article reports on a case study conducted in a Danish municipality with 22 teachers as participants, in the context of a project focused on …
Raaper, R. Academic perceptions of higher education assessment processes in neoliberal academia (2015) Critical Studies in Education, 16 p. Article in Press. DOI: 10.1080/17508487.2015.1019901 Abstract Neoliberal higher education reforms in relation to quality assurance, managerialist practices, accountability and performativity are receiving increasing attention and criticism. In this article, I will address student assessment as part …
Peach,, H.G., Jr, Bieber, J.P. Faculty and online education as a mechanism of power (2015) Distance Education, 15 p. Article in Press. DOI: 10.1080/01587919.2015.1019971 Abstract This study uses a critical perspective to examine how online education is used in brick-and-mortar institutions as a mechanism through which power is exercised by and against professors who teach …
Hodge, S. Alienating curriculum work in Australian vocational education and training (2015) Critical Studies in Education, 17 p. Article in Press. DOI: 10.1080/17508487.2015.1009842 Abstract Competency-based training (CBT) is a curriculum model employed in educational sectors, professions and industries around the world. A significant feature of the model is its permeability to control by interests outside …
Sobe, N.W. All that is global is not world culture: accountability systems and educational apparatuses (2015) Globalisation, Societies and Education, 13 (1), pp. 135-148. DOI: 10.1080/14767724.2014.967501 Abstract This article explores why we see educational accountability systems circulating transnationally. It argues that researchers in the field of comparative and international education need to use the concepts …
Nordtveit, B.H. Knowledge production in a constructed field: reflections on comparative and international education (2015) Asia Pacific Education Review, 11 p. Article in Press. DOI: 10.1007/s12564-015-9354-0 Abstract Adopting Maria Manzon’s theoretical framework, which draws on Foucault and proposes that comparative education as an academic field is socially constructed, I suggest that the field is neither …
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