Understanding the mediatisation of educational policy as practice

Rawolle, Shaun 2010, Understanding the mediatisation of educational policy as practice, Critical studies in education, vol. 51, no. 1, pp. 21-39, doi: 10.1080/17508480903450208.

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Title Understanding the mediatisation of educational policy as practice
Author(s) Rawolle, ShaunORCID iD for Rawolle, Shaun orcid.org/0000-0002-7514-0660
Journal name Critical studies in education
Volume number 51
Issue number 1
Start page 21
End page 39
Total pages 19
Publisher Routledge
Place of publication Melbourne, Vic.
Publication date 2010-02
ISSN 1750-8487
Summary The main argument presented in this paper is that the mediatisation of education should be viewed as forms of practice linked to specific practice effects. Drawing on Bourdieu's conceptualisation of practice - as elements of practice, practice games and field effects - the paper argues that viewing mediatisation as practice provides a set of methodological starting points for research involving media interactions with education. Taking the mediatisation of education policy as an empirical case for the argument, the contribution of the paper is to raise questions about how the term is utilised in educational research and to suggest that the practice is more open and complex than some accounts suggest. A secondary argument presented in this paper is that Bourdieu's account of practice provides resources suitable to developing research on mediatisation as an addition to social field theorising of processes.
Language eng
DOI 10.1080/17508480903450208
Field of Research 160506 Education Policy
Socio Economic Objective 939902 Education and Training Theory and Methodology
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2010, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30025012

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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