19 research outputs found
Metabolic changes associated with methionine stress sensitivity in MDA-MB-468 breast cancer cells
Under Pressure: Job Security, Resource Allocation, and Productivity in Schools Under NCLB
Performativity as pretence: a study of testing practices in a compulsory school in Sweden
chapter 10 The Uses of Testing Data in Urban Elementary Schools: Some Lessons from Chicago
Responses of schools to accountability systems using multiple measures: the case of New York City elementary schools
Policy-as-discourse and schools in the role of health promotion: the application of Bernstein's transmission context in policy analysis
As one of the most important sites in and through which state agendas are articulated and disseminated, schools and teachers play critical roles in the implementation of state-driven policies and initiatives targeted at children and young people. This is especially pertinent in the current educational landscape where schools and teachers are vested with the responsibility to address amyriad of public health issues (e.g. smoking, alcohol education, etc.). The work of Basil Bernstein on pedagogic discourse is apposite to understanding how discourses external to the educational field (i.e. health promotion) become re-contextualised to serve educational purposes. Using Queensland's Eat Well Be Active (EWBA) policies as a backdrop, this paper draws on Bernstein's model of transmission context, and examines the discourses embedded within the policies. Through its focus on the classification and framing of the discourses within the EWBApolicies, this paper aims to: (1) reveal the potential and expediency of Bernstein's model of transmission context in policy analysis; and (2) unmask the hegemony embedded within the policies