The production of Australian professional development policy texts as a site of contest: The case of the federal Quality Teacher Programme

Ian Hardy

    Research output: Contribution to journalArticlepeer-review

    8 Citations (Scopus)
    20 Downloads (Pure)

    Abstract

    This paper argues that the content, analytical approaches and institutional affiliations of authors of articles published in the latest issues of two leading educational policy studies journals provide useful insights into the contested nature of educational policy studies. The paper draws upon a selection of articles published in 2007/08 issues of two flag-ship policy journals, the UK-based Journal of Education Policy, and the US-based Educational Evaluation and Policy Analysi. At the same time, the article is also suggestive of how Pierre Bourdieu's analytical resources of field, habitus and capital might be used to understand the academic journal publication practices which contribute to this contestation. The paper suggests that these journals and the articles within them may be construed as valued capitals and 'traces' of a broader conflict over what is considered valid research within the field of educational policy studies.
    Original languageEnglish
    Pages (from-to)73-88
    Number of pages16
    JournalAustralian Educational Researcher
    Volume36
    Issue number1
    Publication statusPublished - 2009

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