Chapter 4 Peopling Policy: On Conflicting Subjectivities of Fee-Paying Students

Nielsen, Gritt B.

doi:10.1515/9780857451170-005

Cited by 7 publications

(9 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this way, our research reinforces Clarke et al's (2007) contention that political subjects are not 'docile bodies'; rather, they should be considered as reflexive subjects who can contest how they are constructed in policy, sometimes offering their own redefinitions. It also articulates with a growing body of work within higher education studies that has shown that policy constructions are not often translated straightforwardly into student subjectivities (for example, Nielsen, 2011;Tavares and Cardoso, 2013;Tomlinson, 2017).…”

Section: Impact Of Constructionsmentioning

confidence: 96%

Constructing the Higher Education Student

Brooks¹,

Gupta²,

Jayadeva³

et al. 2022

View full text Add to dashboard Cite

show abstract

Section: Impact Of Constructionsmentioning

confidence: 96%

Constructing the Higher Education Student

Brooks¹,

Gupta²,

Jayadeva³

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Moving beyond normative conceptions of the policy process whereby policies are understood to be simply handed down to schools that implement them, we conceptualize policy negotiation as a process involving creative and ongoing interactions among districts, schools, teachers and students. That is, we consider how policies are "peopled" by actors who adapt, adopt and resist them (Lipsky, 2010;Nielsen, 2011;Sutton & Levinson, 2001). Following Ball (1993) and Shore et al (2011), we consider how collections of related policies constitute policy ensembles or policy worlds that produce "regimes of truth" (Foucault, 1977)-defining "problems" in ways that define particular solutions or logics for thinking about policy enactment.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

Jaƒfe-Walter

Villavicencio

2021

Educational Policy

View full text Add to dashboard Cite

This paper examines how school leaders working within schools serving immigrant English Learners negotiate teacher evaluation policies, including how they influence compliance with mandated policies, communicate those policies to teachers, and guide implementation within their professional communities. We explore how a leader in a school with positive outcomes negotiates external policies to support authentic professional growth and maximize learning opportunities for immigrant ELs. In addition, we draw on data from a comparison school that also serves a high proportion of ELs, but where policies have been enacted in ways that focus on compliance, increase anxiety, and add little value to EL students. In doing so, we show how leaders can mitigate the unintended consequences of mandated policies by addressing teachers’ uncertainty and anxieties, while reaffirming humanizing institutional practices that honor the local knowledge of teachers and deepen teachers’ collective responsibility for immigrant youth.

show abstract

“…Furthermore, it is crucial to centre the student's understandings because they can reveal if official policies and societal or political expectations of HE are reproduced, altered or resisted by students (Brooks, 2022). Previous studies have suggested that the relationship between the former and the latter is not straightforward (Nielsen, 2011;Sarauw & Madsen, 2020;Saunders, 2015). Most are national case studies or comparative studies across national higher education systems (HESs).…”

Section: Introductionmentioning

confidence: 99%

What is higher education to contemporary students in Germany?

Schäfer

2023

Higher Education Quarterly

View full text Add to dashboard Cite

The purpose, aim and goals of higher education itself have been discussed and researched in the context of massified and marketised higher education in Germany, with a focus mainly on higher education national policies or the view of faculty staff. By shifting the perspective instead to the students, this article asks what higher education means to them nowadays. This study is based on 95 interviews with German graduate students from three disciplines (i.e. business administration/management, medicine and musicology) and it offers a typology of what students understand as the purpose of higher education. Six types were reconstructed from the empirical material, along three main lines of higher education's purpose (i.e. occupational, personal and societal). This paper also shows how the chosen discipline becomes more salient for the student's perception of higher education purpose than their social background. This questions previous research that found strong ties between instrumentalism and social background in higher education. This paper also demonstrates that social differences do matter in their egalitarian or elitist variation of understanding within non‐instrumentalist types. Overall, this study illustrates how heterogenous contemporary higher education purpose has become, which mirrors a further general differentiation in higher education.

show abstract

Chapter 4 Peopling Policy: On Conflicting Subjectivities of Fee-Paying Students

Cited by 7 publications

References 0 publications

Constructing the Higher Education Student

Constructing the Higher Education Student

Leaders’ Negotiation of Teacher Evaluation Policy in Immigrant-Serving Schools

What is higher education to contemporary students in Germany?

Contact Info

Product

Resources

About