Recontextualising policy discourses: a Bernsteinian perspective on policy interpretation, translation, enactment

Singh, Parlo, Thomas, Sue and Harris, Jessica (2013) Recontextualising policy discourses: a Bernsteinian perspective on policy interpretation, translation, enactment. Journal of Education Policy, 28 4: 465-480. doi:10.1080/02680939.2013.770554


Author Singh, Parlo
Thomas, Sue
Harris, Jessica
Title Recontextualising policy discourses: a Bernsteinian perspective on policy interpretation, translation, enactment
Journal name Journal of Education Policy   Check publisher's open access policy
ISSN 0268-0939
1464-5106
Publication date 2013-07
Sub-type Article (original research)
DOI 10.1080/02680939.2013.770554
Volume 28
Issue 4
Start page 465
End page 480
Total pages 16
Place of publication United Kingdom
Publisher Routledge
Collection year 2014
Language eng
Formatted abstract
This paper contributes to critical policy research by theorising one aspect of policy enactment, the meaning making work of a cohort of mid-level policy actors. Specifically, we propose that Basil Bernstein’s work on the structuring of pedagogic discourse, in particular, the concept of recontextualisation, may add to understandings of the policy work of interpretation and translation. Recontextualisation refers to the relational processes of selecting and moving knowledge from one context to another, as well as to the distinctive re-organisation of knowledge as an instructional and regulative or moral discourse. Processes of recontextualisation necessitate an analysis of power and control relations, and therefore add to the Foucauldian theorisations of power that currently dominate the critical policy literature. A process of code elaboration (decoding and recoding) takes place in various recontextualising agencies, responsible for the production of professional development materials, teaching guidelines and curriculum resources. We propose that mid-level policy actors are crucial to the work of policy interpretation and translation because they are engaged in elaborating the condensed codes of policy texts to an imagined logic of teachers’ practical work. To illustrate our theoretical points we draw on data; collected for an Australian research project on the accounts of mid-level policy actors responsible for the interpretation of child protection and safety policies for staff in Queensland schools.
Keyword Policy enactment
Pedagogic discourse
Policy recontextualization
Child protection
Teacher
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2014 Collection
School of Education Publications
 
Versions
Version Filter Type
Citation counts: TR Web of Science Citation Count  Cited 14 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 18 times in Scopus Article | Citations
Google Scholar Search Google Scholar
Created: Sun, 21 Jul 2013, 00:03:35 EST by System User on behalf of School of Education