NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ721407
Record Type: Journal
Publication Date: 2005-Nov
Pages: 16
Abstractor: ERIC
Reference Count: 26
ISSN: ISSN-0268-0939
The Logic of Equity Practice in "Queensland State Education"--2010
Taylor, Sandra; Singh, Parlo
Journal of Education Policy, v20 n6 p725-740 Nov 2005
This paper reports on an interview-based study which explored the implementation of a major policy initiative in Queensland, Australia, with particular attention to social justice issues. Interviews were conducted with key policy actors in three sections of the bureaucracy: strategic directions, performance and measurement; curriculum and assessment; workforce and professional development. The authors were interested in the ways in which the tensions between redistributive and recognitive approaches to social justice were being managed in the bureaucracy. They drew on Bourdieu's concepts of field, logic of practice, political discourse, habitus, capital, and symbolic power struggles to theorize the politics of discourse associated with such policy implementation processes within bureaucracies. The interview data revealed differences in approach to equity issues and in the language used in the three sections of the bureaucracy. The authors argue that these differences, associated with the different priorities of the three sections and their differing roles in the implementation processes, reflect the different logics of practice operating within the different sections. The final section of the paper discusses the implications of the analysis for theorizing equity and difference in education policy in new times and considers the value of Bourdieu's concepts for theorizing policy implementation processes.
Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Publication Type: Journal Articles; Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia