Recontextualizing curriculum policies: a comparative perspective on the work of mid-level actors in France and Quebec
Détails
![Ressource 1](https://serval.unil.ch/static/img/forbidden.png)
Accès restreint UNIL
Etat: Public
Version: Author's accepted manuscript
Licence: Non spécifiée
ID Serval
serval:BIB_4462BEAC3862
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Institution
Titre
Recontextualizing curriculum policies: a comparative perspective on the work of mid-level actors in France and Quebec
Périodique
Journal of Curriculum Studies
ISSN
0022-0272
1366-5839
1366-5839
Statut éditorial
Publié
Date de publication
02/11/2018
Peer-reviewed
Oui
Volume
50
Numéro
6
Pages
789-804
Langue
anglais
Résumé
Drawing on Bernstein’s concept of recontextualization, this paper explores how mid-level actors interpret and translate curriculum policies in the context of growing concerns about the performance and accountability of education systems. Little is known about the work of recontextualization agents responsible for the professional development, support and control of teachers, uniquely positioned at the interface of policy and practice, and comparative perspectives are even scarcer. Based on empirical research in France and Canada (Quebec), this paper examines the work of pedagogic advisors and inspectors intervening at lower secondary school level. Data are drawn from interviews (n = 24) conducted in three mid-level school authorities. Our comparative analysis brings to the fore specific forms of recontextualization in each education system. In particular it shows important variations in the use of knowledge based on experience and observation and decontextualized knowledge drawing on research and statistical data. Agents also elaborate different discursive strategies projecting contrasting models of teaching. In both contexts, but to varying degrees, the rise of data and ‘evidence’ is reshaping the missions of mid-level actors, potentially eroding professional discretion and expertise.
Mots-clé
Education
Web of science
Création de la notice
18/02/2022 0:01
Dernière modification de la notice
02/03/2022 7:33