Dialectics and dilemmas: Psychosocial dimensions of ability grouping policy

Critical Studies in Education

Volumn 55, Issue 2, 2014, Pages 186-200

  Clarke, Matthew ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

Author keywords

educational policy; neoconservatism neoliberalism; philosophy of education; poststructural postmodern critical theory; psychoanalytic theory; teachers'; work and identities

Indexed keywords

EID: 84901405162     PISSN: 17508487     EISSN: 17508495     Source Type: Journal    
DOI: 10.1080/17508487.2014.891146     Document Type: Article

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21. Connell, R. (2013). Why do market 'reforms' persistently increase inequality? Discourse: Studies in the Cultural Politics of Education, 34(2), 279-285.
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23. Daly, G. (1999). Ideology and its paradoxes: Dimensions of fantasy and enjoyment. Journal of Political Ideologies, 4(2), 219-238. doi:10.1080/13569319908420796
24. Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247-259. doi:10.1080/09518390701281751
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40. Griffiths, M. (2012). Why joy in education is an issue for socially just policies. Journal of Education Policy, 27(5), 655-670. doi:10.1080/02680939.2012.710019
41. Gunder, M., & Hillier, J. (2009). Planning in ten words or less: A Lacanian entanglement with spatial planning. London: Ashgate.
42. Hammer, R., & McLaren, P. (1991). Rethinking the dialectic: A social semiotic perspective for educators. Educational Theory, 41(1), 23-46. doi:10.1111/j.1741-5446.1991.00023.x
43. Hook, D. (2008). Articulating psychoanalysis and psychosocial studies: Limitations and possibilities. Psychoanalysis, Culture & Society, 13, 397-405. doi:10.1057/pcs.2008.23
44. Ireson, J., & Hallam, S. (2001). Ability grouping in education. London: Paul Chapman.
45. Kenway, J. (2013). Challenging inequality in Australian schools: Gonski and beyond. Discourse: Studies in the Cultural Politics of Education, 34(2), 286-308.
46. Kostogriz, A., & Doecke, B. (2011). Standards-based accountability: Reification, responsibility and the ethical subject. Teaching Education, 22(4), 397-412. doi:10.1080/10476210.2011.587870
47. Kulikand, J., & Kulik, C.-L. (1987). Effects of ability grouping on student achievement. Equity & Excellence in Education, 23(1-2), 22-30.
48. Laclau, E., & Mouffe, C. (2001). Hegemony and socialist strategy: Towards a radical democratic politics (2nd ed.). London: Verso.
49. Lapping, C. (2011). Psychoanalysis in social research: Shifting theories and reframing concepts. London: Routledge.
50. Lingard, B. (2011). Policy as numbers: Ac/counting for educational research. The Australian Educational Researcher, 38(4), 355-382. doi:10.1007/s13384-011-0041-9
51. McAfee, N. (2008). Democracy and the political unconscious. New York, NY: Columbia University Press.
52. Ministerial Committee on Education Early Childhood Development and Youth Affairs (MCEETYA). (2008). Melbourne declaration on the educational goals for young Australians. Canberra: Commonwealth Government.
53. Moore, A. (2004). The good teacher: Dominant discourses in teaching and teacher education. London: Routledge.
54. Moore, A. (2006). Recognising desire: A psychosocial approach to understanding education policy implementation and effect. Oxford Review of Education, 32(4), 487-503. doi:10.1080/03054980600884201
55. Moore, A. (2012, December). The role of affect in the adoption and implementation of resisted policies in public school settings. Paper presented at the Annual Conference of the Australian Association for Research in Education, Sydney.
56. Nusselder, A. (2012). The surface effect: The screen of fantasy in psychoanalysis. London: Routledge.
57. Organization for Economic Co-Operation and Development. (2012). Equity and quality in education: Supporting disadvantaged students and schools. Paris: Author.
58. Ozga, J. (2000). Policy research in educational settings. Maidenhead: Open University Press.
59. Rose, M. (2008). Blending 'hand work' and 'brain work': Can multiple pathways deepen learning? In J. Oakes & M. Saunders (Eds.), Beyond tracking: Multiple pathways to college, career, and civic participation. Cambridge, MA: Harvard Education Press.
60. Rothenberg, M.A. (2010). The excessive subject: A new theory of social change. Cambridge: Polity Press.
61. Ruti, M. (2006). Reinventing the soul: Posthumanist theory and psychic life. New York, NY: Other Press.
62. Ruti, M. (2009). A world of fragile things: Psychoanalysis and the art of living. Albany: State University of New York Press.
63. Ruti, M. (2012). The singularity of being: Lacan and the immortal within. New York, NY: Fordham University Press.
64. Santner, E. (2001). On the psychotheology of everyday life. Chicago, IL: Chicago University Press.
65. Savage, G. (2011). When worlds collide: excellent and equitable learning communities? Australia's 'social capitalist' paradox? Journal of Education Policy, 26(1), 33-59. doi:10.1080/02680939.2010.493229
66. Savage, G., Sellar, S., & Gorur, R. (2013). Equity and marketisation: Emerging policies and practices in Australian education. Discourse: Studies in the Cultural Politics of Education, 34(2), 161-169. doi:10.1080/01596306.2013.770244
67. Sherman, H. (1976). Dialectics as a method. Critical Sociology, 6(4), 57-64. doi:10.1177/089692057600600408
68. Simons, M., Olssen, M., & Peters, M. (2009). Re-reading education policies: Part 2: Challenges, horizons, approaches, tools and styles. In M. Simons, M. Olssen, & M. Peters (Eds.), Re-reading education policies: A handbook studying the policy agenda of the 21st century. Rotterdam: Sense.
69. Stavrakakis, Y. (1999). Lacan and the political. London: Routledge.
70. Stavrakakis, Y. (2007). The Lacanian left. Edinburgh: Edinburgh University Press.
71. Stronach, I. (2010). Globalizing education, educating the local: How method made us mad. Abingdon: Routledge.
72. Taubman, P. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, NY: Routledge.
73. Thomas, G. (2013). Education: A very short introduction. Oxford: Oxford University Press.
74. Van Haute, P. (2002). Against adaptation: Lacan's 'subversion' of the subject (P. Crowe & P. Vankerk, Trans.). New York, NY: Other Press.
75. Verhaeghe, P. (1996). Teaching and psychoanalysis: A necessary impossibility. In M. Stanton & D. Reason (Eds.), Teaching transference. On the foundation of psychoanalytic studies (pp. 27-43). London: Rebus Press.
76. Alexander, R. (2008). Essays on pedagogy. London: Routledge.
77. Ball, S.J. (1990). Politics and policymaking in education. London: Routledge.
78. Ball, S.J. (1994). Education reform: A critical and post-structural approach. Buckingham: Open University Press.
79. Ball, S.J. (2003). The teacher's soul and the terrors of performativity. Journal of Education Policy, 18(2), 215-228. doi:10.1080/0268093022000043065
80. Ball, S.J., Maguire, M., & Braun, A. (2012). How schools do policy: Policy enactments in secondary schools. London: Routledge.
81. Baltodano, M. (2012). Neoliberalism and the demise of public education: The corporatization of schools of education. International Journal of Qualitative Studies in Education, 25(4), 487-507. doi:10.1080/09518398.2012.673025
82. Benn, M. (2011). School wars: The battle for Britain's education. London: Verso.
83. Bibby, T. (2011). Education - An 'impossible profession'? Psychoanalytic explorations of learning and classrooms. London: Routledge.
84. Biesta, G. (2010). Good education in age of measurement: Ethics, politics, democracy. Boulder, CO: Paradigm.
85. Blatchford, P., Hallam, S., Ireson, J., Kutnick, P., & Creech, A. (2008). Classes, groups and transitions: Structures for teaching and learning (Primary Review Research Survey 9/2). Cambridge: University of Cambridge Faculty of Education.
86. Boaler, J. (2005). The 'Psychological Prisons' from which they never escaped: The role of ability grouping in reproducing social class inequalities. Forum, 47(2&3), 135-144. doi:10.2304/forum.2005.47.2.2
87. Boothby, R. (1991). Freud as philosopher: Metapsychology after lacan. New York, NY: Routledge.
88. Bowie, M. (1991). Lacan. Cambridge, MA: Harvard University Press.
89. Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (2nd ed.). Albany, NY: SUNY.
90. Britzman, D. (2009). The very thought of education: Psychoanalysis and the impossible professions. Albany: State University of New York Press.
91. Britzman, D. (2011). Freud and education. New York, NY: Routledge.
92. Clarke, M. (2012a). The (absent) politics of neo-liberal education policy. Critical Studies in Education, 53(3), 297-310. doi:10.1080/17508487.2012.703139
93. Clarke, M. (2012b). Talkin' 'bout a revolution: the social, political, and fantasmatic logics of education policy. Journal of Education Policy, 27(2), 173-191. doi:10.1080/02680939.2011.623244
94. Commonwealth of Australia. (2008). Quality education: The case for an education revolution in our schools. Canberra: Department of Education, Employment and Workplace Relations. Retrieved from http://www.deewr.gov.au/Schooling/Programs/Pages/QualityEducation-ThecaseforanEducationRevolutioninourSchools.aspx
95. Connell, R. (2012). Just education. Journal of Education Policy, 27(5), 681-683. doi:10.1080/02680939.2012.710022
96. Connell, R. (2013). Why do market 'reforms' persistently increase inequality? Discourse: Studies in the Cultural Politics of Education, 34(2), 279-285.
97. Coole, D. (2000). Negativity and politics: Dionysus and dialectics from Kant to poststructuralism. London: Routledge.
98. Daly, G. (1999). Ideology and its paradoxes: Dimensions of fantasy and enjoyment. Journal of Political Ideologies, 4(2), 219-238. doi:10.1080/13569319908420796
99. Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247-259. doi:10.1080/09518390701281751
100. Dean, M. (1994). Critical and effective histories: Foucault's methods and historical sociology. London: Routledge.
101. Department for Education and Employment. (1997). Excellence in schools. London: Mer Majesty's Stationery Office (HMSO).
102. Doherty, R.A. (2007). Education, neoliberalism and the consumer citizen: After the golden age of egalitarian reform. Critical Studies in Education, 48(2), 269-288. doi:10.1080/17508480701494275
103. Eagleton, T. (2001). Enjoy! Paragraph, 24(2), 40-52. doi:10.3366/jsp.2001.24.2.40
104. Eagleton, T. (2008). Trouble with strangers: A study of ethics. Chichester: Wiley-Blackwell.
105. Freud, S. (1937). Analysis terminable and interminable. International Journal of Psycho-Analysis, 18(4), 373-405.
106. Frosh, S. (2010). Psychoanalysis outside the clinic: Interventions in psychosocial studies. London: Continuum.
107. Frosh, S., & Baraitser, L. (2008). Psychoanalysis and psychosocial studies. Psychoanalysis, Culture & Society, 13, 346-365. doi:10.1057/pcs.2008.8
108. Garrett, P., & Bird, S. (2011). Making every school a great school. Canberra: Department of Education, Employment and Workplace Relations (DEEWR). Retrieved from http://ministers.deewr.gov.au/garrett/making-every-school-great-school
109. Gillard, D. (2009). Us and them: A history of pupil grouping policies in England's schools. Forum, 51(1), 49-72. doi:10.2304/forum.2009.51.1.49
110. Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform and equity. London: Taylor-Francis-Routledge.
111. Glynos, J., & Howarth, D. (2007). Logics of critical explanation in social and political theory. London: Routledge.
112. Glynos, J., & Stavrakakis, Y. (2008). Lacan and political subjectivity: Fantasy and enjoyment in psychoanalysis and political theory. Subjectivity, 24(1), 256-274. doi:10.1057/sub.2008.23
113. Grant, J. (2011). Dialectics and contemporary politics: Critique and transformation from Hegel through post-Marxism. New York, NY: Routledge.
114. Grek, S. (2009). Governing by numbers: The PISA 'effect' in Europe. Journal of Education Policy, 24(1), 23-37. doi:10.1080/02680930802412669
115. Griffiths, M. (2012). Why joy in education is an issue for socially just policies. Journal of Education Policy, 27(5), 655-670. doi:10.1080/02680939.2012.710019
116. Gunder, M., & Hillier, J. (2009). Planning in ten words or less: A Lacanian entanglement with spatial planning. London: Ashgate.
117. Hammer, R., & McLaren, P. (1991). Rethinking the dialectic: A social semiotic perspective for educators. Educational Theory, 41(1), 23-46. doi:10.1111/j.1741-5446.1991.00023.x
118. Hook, D. (2008). Articulating psychoanalysis and psychosocial studies: Limitations and possibilities. Psychoanalysis, Culture & Society, 13, 397-405. doi:10.1057/pcs.2008.23
119. Ireson, J., & Hallam, S. (2001). Ability grouping in education. London: Paul Chapman.
120. Kenway, J. (2013). Challenging inequality in Australian schools: Gonski and beyond. Discourse: Studies in the Cultural Politics of Education, 34(2), 286-308.
121. Kostogriz, A., & Doecke, B. (2011). Standards-based accountability: Reification, responsibility and the ethical subject. Teaching Education, 22(4), 397-412. doi:10.1080/10476210.2011.587870
122. Kulikand, J., & Kulik, C.-L. (1987). Effects of ability grouping on student achievement. Equity & Excellence in Education, 23(1-2), 22-30.
123. Laclau, E., & Mouffe, C. (2001). Hegemony and socialist strategy: Towards a radical democratic politics (2nd ed.). London: Verso.
124. Lapping, C. (2011). Psychoanalysis in social research: Shifting theories and reframing concepts. London: Routledge.
125. Lingard, B. (2011). Policy as numbers: Ac/counting for educational research. The Australian Educational Researcher, 38(4), 355-382. doi:10.1007/s13384-011-0041-9
126. McAfee, N. (2008). Democracy and the political unconscious. New York, NY: Columbia University Press.
127. Ministerial Committee on Education Early Childhood Development and Youth Affairs (MCEETYA). (2008). Melbourne declaration on the educational goals for young Australians. Canberra: Commonwealth Government.
128. Moore, A. (2004). The good teacher: Dominant discourses in teaching and teacher education. London: Routledge.
129. Moore, A. (2006). Recognising desire: A psychosocial approach to understanding education policy implementation and effect. Oxford Review of Education, 32(4), 487-503. doi:10.1080/03054980600884201
130. Moore, A. (2012, December). The role of affect in the adoption and implementation of resisted policies in public school settings. Paper presented at the Annual Conference of the Australian Association for Research in Education, Sydney.
131. Nusselder, A. (2012). The surface effect: The screen of fantasy in psychoanalysis. London: Routledge.
132. Organization for Economic Co-Operation and Development. (2012). Equity and quality in education: Supporting disadvantaged students and schools. Paris: Author.
133. Ozga, J. (2000). Policy research in educational settings. Maidenhead: Open University Press.
134. Rose, M. (2008). Blending 'hand work' and 'brain work': Can multiple pathways deepen learning? In J. Oakes & M. Saunders (Eds.), Beyond tracking: Multiple pathways to college, career, and civic participation. Cambridge, MA: Harvard Education Press.
135. Rothenberg, M.A. (2010). The excessive subject: A new theory of social change. Cambridge: Polity Press.
136. Ruti, M. (2006). Reinventing the soul: Posthumanist theory and psychic life. New York, NY: Other Press.
137. Ruti, M. (2009). A world of fragile things: Psychoanalysis and the art of living. Albany: State University of New York Press.
138. Ruti, M. (2012). The singularity of being: Lacan and the immortal within. New York, NY: Fordham University Press.
139. Santner, E. (2001). On the psychotheology of everyday life. Chicago, IL: Chicago University Press.
140. Savage, G. (2011). When worlds collide: excellent and equitable learning communities? Australia's 'social capitalist' paradox? Journal of Education Policy, 26(1), 33-59. doi:10.1080/02680939.2010.493229
141. Savage, G., Sellar, S., & Gorur, R. (2013). Equity and marketisation: Emerging policies and practices in Australian education. Discourse: Studies in the Cultural Politics of Education, 34(2), 161-169. doi:10.1080/01596306.2013.770244
142. Sherman, H. (1976). Dialectics as a method. Critical Sociology, 6(4), 57-64. doi:10.1177/089692057600600408
143. Simons, M., Olssen, M., & Peters, M. (2009). Re-reading education policies: Part 2: Challenges, horizons, approaches, tools and styles. In M. Simons, M. Olssen, & M. Peters (Eds.), Re-reading education policies: A handbook studying the policy agenda of the 21st century. Rotterdam: Sense.
144. Stavrakakis, Y. (1999). Lacan and the political. London: Routledge.
145. Stavrakakis, Y. (2007). The Lacanian left. Edinburgh: Edinburgh University Press.
146. Stronach, I. (2010). Globalizing education, educating the local: How method made us mad. Abingdon: Routledge.
147. Taubman, P. (2009). Teaching by numbers: Deconstructing the discourse of standards and accountability in education. New York, NY: Routledge.
148. Thomas, G. (2013). Education: A very short introduction. Oxford: Oxford University Press.
149. Van Haute, P. (2002). Against adaptation: Lacan's 'subversion' of the subject (P. Crowe & P. Vankerk, Trans.). New York, NY: Other Press.
150. Verhaeghe, P. (1996). Teaching and psychoanalysis: A necessary impossibility. In M. Stanton & D. Reason (Eds.), Teaching transference. On the foundation of psychoanalytic studies pp. 27-43. London: Rebus Press.
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