教育批判政策社会学的多重暂时性

IF 4 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Critical Studies in Education Pub Date : 2021-03-09 DOI:10.1080/17508487.2021.1895856

B. Lingard

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引用次数: 21

摘要

本文认为，教育批判政策社会学需要更多地关注时间。在这样的断言中，本文扩展了“历史知情”的概念，这一概念包含在珍妮·奥兹加(Jenny Ozga)提出的教育政策社会学的基本定义中。这个扩展有四个重点，以涵盖时间，指的是过去、现在和未来之间的复杂关系，即:不断变化的历史概念/政策定义;政策的历史;政策的时代性建设工作;以及全球化背景下政策的时空变化和时间空间变化。在很大程度上，这些在教育研究和理论化的政策社会学中被忽视了，因此需要在该领域进行新的研究和理论工作。回顾过去将帮助我们了解现在和可能的未来。

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Multiple temporalities in critical policy sociology in education

ABSTRACT This paper argues that more focus on the temporal is needed in critical policy sociology in education. In so asserting, the paper extends the concept of ‘historically informed’ as included in the foundational definition of policy sociology in education proffered by Jenny Ozga. There are four foci to this extension to encompass the temporal, taken to refer to the complex relationships between past, present and future, namely: the changing historical concept/definition of policy; policy histories; the temporal construction work of policies; and changing spatio-temporalities and timespaces of policy in the context of globalization. To a considerable extent these have been neglected in policy sociology in education research and theorising and as such demand new research and theoretical work in the field. Looking back in time will help us understand the present and possible futures.

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来源期刊

Critical Studies in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

10.10

自引率

5.10%

发文量

期刊介绍： Critical Studies in Education is one of the few international journals devoted to a critical sociology of education, although it welcomes submissions with a critical stance that draw on other disciplines (e.g. philosophy, social geography, history) in order to understand ''the social''. Two interests frame the journal’s critical approach to research: (1) who benefits (and who does not) from current and historical social arrangements in education and, (2) from the standpoint of the least advantaged, what can be done about inequitable arrangements. Informed by this approach, articles published in the journal draw on post-structural, feminist, postcolonial and other critical orientations to critique education systems and to identify alternatives for education policy, practice and research.