‘Scaling up’ educational change: some musings on misrecognition and doxic challenges
Educational policy-makers around the world are strongly committed to the notion of ‘scaling up’. This can mean anything from encouraging more teachers to take up a pedagogical innovation, all the way through to system-wide efforts to implement ‘what works’ across all schools. In this paper, I use Bo...
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| Format: | Article |
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Taylor & Francis
2014
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| Online Access: | https://eprints.nottingham.ac.uk/32455/ |
| _version_ | 1848794410908647424 |
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| author | Thomson, Pat |
| author_facet | Thomson, Pat |
| author_sort | Thomson, Pat |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | Educational policy-makers around the world are strongly committed to the notion of ‘scaling up’. This can mean anything from encouraging more teachers to take up a pedagogical innovation, all the way through to system-wide efforts to implement ‘what works’ across all schools. In this paper, I use Bourdieu’s notions of misrecognition to consider the current orthodoxies of scaling up. I argue that the focus on ‘process’ and ‘implementation problems’: (1) both obscures and legitimates the ways in which the field logics of practice actually work and, (2) produces/reproduces the inequitable distribution of educational benefits (capitals and life opportunities). I suggest that the notion of misrecognition might provide a useful lens through which to examine reform initiatives and explanations of their success/failure. |
| first_indexed | 2025-11-14T19:15:45Z |
| format | Article |
| id | nottingham-32455 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:15:45Z |
| publishDate | 2014 |
| publisher | Taylor & Francis |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-324552020-05-04T16:42:45Z https://eprints.nottingham.ac.uk/32455/ ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges Thomson, Pat Educational policy-makers around the world are strongly committed to the notion of ‘scaling up’. This can mean anything from encouraging more teachers to take up a pedagogical innovation, all the way through to system-wide efforts to implement ‘what works’ across all schools. In this paper, I use Bourdieu’s notions of misrecognition to consider the current orthodoxies of scaling up. I argue that the focus on ‘process’ and ‘implementation problems’: (1) both obscures and legitimates the ways in which the field logics of practice actually work and, (2) produces/reproduces the inequitable distribution of educational benefits (capitals and life opportunities). I suggest that the notion of misrecognition might provide a useful lens through which to examine reform initiatives and explanations of their success/failure. Taylor & Francis 2014-02-26 Article PeerReviewed Thomson, Pat (2014) ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges. Critical Studies in Education, 55 (2). pp. 87-103. ISSN 1750-8495 Bourdieu educational leadership and management educational policy inclusive education special education http://www.tandfonline.com/doi/full/10.1080/17508487.2014.863221 doi:10.1080/17508487.2014.863221 doi:10.1080/17508487.2014.863221 |
| spellingShingle | Bourdieu educational leadership and management educational policy inclusive education special education Thomson, Pat ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges |
| title | ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges |
| title_full | ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges |
| title_fullStr | ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges |
| title_full_unstemmed | ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges |
| title_short | ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges |
| title_sort | ‘scaling up’ educational change: some musings on misrecognition and doxic challenges |
| topic | Bourdieu educational leadership and management educational policy inclusive education special education |
| url | https://eprints.nottingham.ac.uk/32455/ https://eprints.nottingham.ac.uk/32455/ https://eprints.nottingham.ac.uk/32455/ |