Discourse and Power in Educational Organizations
Hampton Press (Verlag)
978-1-881303-97-8 (ISBN)
In today's post-modern and post-traditional institutions, power is mainly exercised through the generation of consent, through the distribution of ideologies and through the subtle indoctrination of self-disciplining practices, rather than through the use of force or brute authority. This change in the nature of institutional practices focuses the role that language has always had in the exercise of power. To address the topic as it affects educational organisations, the editor combines two central traditions in contemporary social science inquiry; concern for the post-modern and post-positivist condition of the contemporary world; and concern for the praxis of critical theory. Contributors to the book's 14 chapters approach their topics from either or both of these traditions. In his introductions to the two parts of the book, the editor suggests how these traditions can combine and at the same time respond to the challenges of educational concerns within the post-modern condition. This book's style and content should appeal to students and researchers in educational research, curriculum studies, policy studies and educational administration. The authors are all noted for their contributions to the analysis of discourse and its power coordinates. They will introduce some readers to new worlds - the worlds of teacher supervision, female leadership, critical language awareness, the signing deaf and minority outgroups.
Part 1 The Discourses of Administration and Supervision: Discursive Power in Educational Organisations - an Introduction, David Corson; The Language of Power vs. the Language of Empowerment - Gender Differences in Administrative Communication, Charol Shakeshaft and Andy Perry; Power, Discourse and Styles of Female Leadership in School Committee Meetings, Ruth Wodak; The Micropolitics of Successful Supervisor-Teacher Interaction in Institutional Conferences, Jo Roberts and Joseph Blase; Teacher Resistance in a Supervision Conference, Duncan Waite; Ideology and Distortion in the Administration of Outgroup Interests, David Corson; The Identification and Evaluation of Power in Discourse, Viviane Robinson. Part 2 The Discourses of Policy and Curriculum: Power and the Discourses of Policy and Curriculum - an Introduction, David Corson; Pragmatism, Modernity and Educational Change, Cleo H. Cherryholmes; Sign Language and the Discursive Construction of Power Over the Deaf Through Education, Jan Branson and Don Miller; Discursive Power in Educational Policy and Practice for Culturally Diverse Students, Jim Cummins; Talking Difference - Discourses on Aboriginal Identity in Grade One Classrooms, Alan Luke et al; Changing Schools, Teachers and Curriculum - But What About the Girls? Theorising Change and Feminist Post-Structuralism, Jill Blackmore and Jane Kenway; Critical Language Awareness and Self-Identity in Education, Norman Fairclough; Dancing, Seducing or Loving, Robert Young; Experience-Near Classroom Examples as Commodities, Stanton Wortham.
| Erscheint lt. Verlag | 31.10.1995 |
|---|---|
| Reihe/Serie | Understanding Education & Policy |
| Zusatzinfo | references, indices |
| Verlagsort | Cresskill |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften ► Philosophie ► Sprachphilosophie |
| Sozialwissenschaften ► Pädagogik | |
| Sozialwissenschaften ► Soziologie ► Empirische Sozialforschung | |
| ISBN-10 | 1-881303-97-7 / 1881303977 |
| ISBN-13 | 978-1-881303-97-8 / 9781881303978 |
| Zustand | Neuware |
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