ORCID Profile
0000-0003-4329-1285
Current Organisation
Deakin University
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Publisher: Springer Science and Business Media LLC
Date: 20-05-2023
DOI: 10.1007/S13384-023-00629-5
Abstract: This paper presents a critical exploration of a reported decline in student achievement in Australia (2000–2020). Declining student achievement is framed as symptomatic of broader dysfunction within the education system. The context of declining student achievement is articulated through a Bourdieusian being critical sociology of education. This is achieved using the concepts of illusio and educationalisation as they intersect with Australian schools, in which classroom teachers are given responsibility for solving social and economic ills. As such, due consideration of the goals and commitments to action in the Melbourne Declaration (Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA, 2008), and the Alice Springs (Mparntwe) Education Declaration (Education Council, 2019) is provided. Drawing from these formative documents, the ‘stakes’ that matter are examined highlighting the potential misalignment between equality of opportunity in ameliorating educational disadvantage and the priorities of modern educational discourse.
Publisher: Routledge
Date: 06-02-2012
Publisher: Informa UK Limited
Date: 02-01-2022
Publisher: Informa UK Limited
Date: 06-12-2019
Publisher: Informa UK Limited
Date: 04-03-2019
Publisher: Springer Science and Business Media LLC
Date: 08-07-2023
DOI: 10.1007/S13384-022-00545-0
Abstract: In this paper, we address the work of teachers at the intersection of educational policy and professional discretion, by undertaking a conceptual reading of Through Growth to Achievement: Report of the Review to Achieve Educational Excellence in Australian Schools, and examining how the report conceptualises teacher practice. Drawing on the Bourdieusian notion of regulated improvisation, the study explores the constraints of pedagogical practices as conceptualised by influential policy reports of this kind, highlighting the paradoxical expectations of the report on teachers whose situational awareness of classrooms is curtailed through regulation. The study examines the tension between teacher autonomy and constraints, negating important considerations to temporalities of learning. The central contribution of the paper is a conceptual understanding of how policy drivers position teacher expertise through standardisation, compliance and performance, a concern not unique only to the Australian context of educational policy, nor schooling.
Publisher: Informa UK Limited
Date: 03-07-2018
Publisher: Deakin University
Date: 31-12-2020
DOI: 10.21153/TESOL2020VOL29NO2ART1428
Abstract: English is the most widely taught and learned language in the world. Within the broader literatures on the worldwide spread and dominance of English as a key skill for 21st century education, the use of English(es) and English Language Teaching (ELT) in the context of schooling in Asian countries represent an important research direction. Our paper contributes to these debates by exploring the problem of English language teachers’ beliefs about their pedagogical practices in Indonesian pesantren schools. The system of religious pesantren schools provides a unique research context to examine teacher practice in classrooms where English is not assigned the assumed de facto status of a ‘global lingua franca’. In engaging a Bourdieusian lens, this paper explores teachers’ perceptions of the (lack of) symbolic and linguistic capital of English language learning in pesantren, the emergent tensions, and how these frame teacher beliefs and practice. In so doing, this paper aims to contribute to the broader debates in the field that seek to critically analyse and reframe the hegemonic status of English as a global educational commodity of political-economic power.
No related grants have been discovered for Andrew Skourdoumbis.