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Recontextualising Discourse: Exploring the Workings of the Meso-Level

Jephcote, Martin John and Davies, Brian 2004. Recontextualising Discourse: Exploring the Workings of the Meso-Level. Journal of Education Policy 19 (5) , pp. 547-564. 10.1080/0268093042000269135

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Abstract

This paper explores the role of meso‐level actors and their ongoing mediating roles in educational policy processes situated, as they are, between policy‐makers and central government, on the one hand (the macro level), and teachers and schools, on the other hand (the micro level). Although the example given here is in the role of a group of meso‐level actors engaged in the shaping of economics education it seeks to serve two wider purposes. First, by focusing on a particular subject it uses it as a lens through which to view the construction of the curriculum to discern the ways in which school and subject curricula are defined and the ways in which different definitions and prescriptions construct and distribute knowledge. Secondly, it explores the roles and motives of those who intervene by promoting or opposing change to illustrate the relationships and linkages between them. More broadly, it offers some insight into the relatively neglected area of the workings of micro‐political processes at the meso level, that is into the workings and processes of policy‐making, mediation and implementation, and how actors contributed to the conditions for dispute through the deployment of ideological and material resources.

Item Type: Article
Date Type: Publication
Status: Published
Schools: Social Sciences (Includes Criminology and Education)
Subjects: L Education > L Education (General)
Publisher: Routledge
ISSN: 0268-0939
Last Modified: 04 Jun 2017 01:49
URI: http://orca.cf.ac.uk/id/eprint/3191

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Cited 15 times in Scopus. View in Scopus. Powered By Scopus® Data

Cited 6 times in Web of Science. View in Web of Science.

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