Untangling theories and hegemonic projects in researching education and the knowledge economy

Susan L. Robertson

doi:10.1007/978-94-007-6809-3_35

Untangling theories and hegemonic projects in researching education and the knowledge economy

Susan L. Robertson

Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review

7 Citations (Scopus)

Abstract

This chapter offers the reader a conceptual tool for reading education policies, projects and their implementation - Cultural Political Economy of Education. CPE/E is particularly attentive to the explanatory power derived from holding together connections between the cultural, political and economic dimensions of educational life and lives. Using a range of 'knowledge economy' projects as a point of entry, and the idea of 'translation projects', the chapter also explores the importance of contexts of reception in the education policy domain, and the ways in which contexts of reception make it more or less feasible, or not, to continue to discursively advance, materialize, and institutionalize, particular as solutions to policy.

Original language	English
Title of host publication	A Companion to Research in Education
Editors	Alan D. Reid, Paul Hart, Michael A. Peters
Place of Publication	The Netherlands
Publisher	Springer
Pages	267-276
Number of pages	10
Edition	1st
ISBN (Electronic)	9789400768093
ISBN (Print)	9400768087, 9789400768086
DOIs	https://doi.org/10.1007/978-94-007-6809-3_35
Publication status	Published - 2014
Externally published	Yes

Keywords

Critical political economy
Discourse
Education
Power
Translation

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1007/978-94-007-6809-3_35

Cite this

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AB - This chapter offers the reader a conceptual tool for reading education policies, projects and their implementation - Cultural Political Economy of Education. CPE/E is particularly attentive to the explanatory power derived from holding together connections between the cultural, political and economic dimensions of educational life and lives. Using a range of 'knowledge economy' projects as a point of entry, and the idea of 'translation projects', the chapter also explores the importance of contexts of reception in the education policy domain, and the ways in which contexts of reception make it more or less feasible, or not, to continue to discursively advance, materialize, and institutionalize, particular as solutions to policy.

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KW - Power

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A2 - Peters, Michael A.

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Untangling theories and hegemonic projects in researching education and the knowledge economy

Abstract

Keywords

UN SDGs

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