Thinking with ‘lexical’ features to reconceptualize the ‘grammar’ of schooling: Shifting the focus from school to society

Abstract

Achieving changes to education practices and structures is a significant issue facing reformers internationally, and researchers have confronted how such changes, and the conditions for these, might be conceptualized. These issues resonate particularly as researchers grapple with imagining a post-COVID-19 landscape where social and educational norms may change. Tyack and Tobin, in their 1994 article 'The "Grammar" of Schooling: Why has it been so hard to change?' argued that several features of the American education system are so persistent as to warrant being understood as the 'grammar' of schooling. In this article, we reconceptualize this 'grammar' by taking seriously Tyack and Tobin's insistence that 'grammar' organises meaning. Starting here, we argue that what they took to be grammatical features are the products and not the producers of meaning. We draw on the cases of the United States and England to argue that four international discourses have performed this meaning-making work: industrialization; welfarism; neoliberalism and neoconservatism. These are the 'grammars' of schooling-and of society. Their discursive products, including age grading and sorting into subjects are, we suggest, 'lexical' features that express the grammar. We use lexical features to explain the multi-directional interplay between discourse and educational feature: the lexical may endure longer than the grammatical, changes to which may be effected and/or legitimated through appealing to a lexical feature. We conclude by outlining key implications for realizing and conceptualizing educational change, including for a post-COVID-19 landscape.

Absorbed by Everyday Life – Students’ Experience of the Changing Grammar of Schooling During the Coronavirus Pandemic

“…Based on study findings, it is hard to guess how they will evolve, because their course depends on many social and political factors 39 . It is still too early to evaluate the changes, because we are still living in the COVID world and experiencing this situation 40 . There are voices that nothing will change because the systems of education are still subject to market logic 41 or that there will be a series of transformations in the concept of higher education institutions, their participants, and practices 42 .…”