Paul Adams
From 'ritual' to 'mindfulness': Policy and pedagogic positioning
Adams, Paul
Authors
Abstract
Schools and professionals respond to statute in different ways. However,professional activity is more than mediated response to policy. Versions ofpedagogy are not simply envisaged on high and enacted in the workplace. Thispaper examines how professional views formulate policy imperatives. It proposesthat to understand pedagogy requires an understanding of the ways in whichprofessional selves are realised in relation to the policy formation process. To dothis, positioning theory is used to describe how practice produces policy.Accordingly, the paper examines the dynamic interplay between: first, the storylines unfolding within and outside school; second, the positions adoptedby individuals in the course of pedagogic decision-making. Third, the illocutionary(that achieved in saying something) and perlocutionary (that achieved bysaying something) effects of language. Following this 'positioning triad', the paperproposes 'pedagogy as ritual' and 'pedagogy as mindfulness' and how these arerepresentative, respectively, of limiting and delimiting pedagogic discourses. © 2011 Taylor & Francis.
Citation
Adams, P. (2011). From 'ritual' to 'mindfulness': Policy and pedagogic positioning. Discourse, 32(1), 57-69. https://doi.org/10.1080/01596306.2011.537071
Online Publication Date | Jan 15, 2011 |
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Publication Date | Jun 2, 2011 |
Deposit Date | Nov 13, 2014 |
Publicly Available Date | Mar 28, 2024 |
Journal | Discourse |
Print ISSN | 0159-6306 |
Electronic ISSN | 1469-3739 |
Publisher | Taylor and Francis |
Peer Reviewed | Peer Reviewed |
Volume | 32 |
Issue | 1 |
Pages | 57-69 |
DOI | https://doi.org/10.1080/01596306.2011.537071 |
Keywords | Linguistics and Language; Social Sciences (miscellaneous); Education |
Public URL | https://hull-repository.worktribe.com/output/462605 |
Additional Information | This is an Accepted Manuscript of an article published by Taylor & Francis in Discourse: Studies in the Cultural Politics of Education on 15th January 2011, available online: http://www.tandfonline.com/doi/abs/10.1080/01596306.2011.537071 |
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