‘Scaling up’ educational change: some musings on misrecognition and doxic challenges

Thomson, Pat (2014) ‘Scaling up’ educational change: some musings on misrecognition and doxic challenges. Critical Studies in Education, 55 (2). pp. 87-103. ISSN 1750-8495

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Educational policy-makers around the world are strongly committed to the notion of ‘scaling up’. This can mean anything from encouraging more teachers to take up a pedagogical innovation, all the way through to system-wide efforts to implement ‘what works’ across all schools. In this paper, I use Bourdieu’s notions of misrecognition to consider the current orthodoxies of scaling up. I argue that the focus on ‘process’ and ‘implementation problems’: (1) both obscures and legitimates the ways in which the field logics of practice actually work and, (2) produces/reproduces the inequitable distribution of educational benefits (capitals and life opportunities). I suggest that the notion of misrecognition might provide a useful lens through which to examine reform initiatives and explanations of their success/failure.

Item Type: Article
RIS ID: https://nottingham-repository.worktribe.com/output/722813
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Critical Studies in Education on 26 Feb 2014, available online: http://www.tandfonline.com/10.1080/17508487.2014.863221
Keywords: Bourdieu, educational leadership and management, educational policy, inclusive education, special education
Schools/Departments: University of Nottingham, UK > Faculty of Social Sciences > School of Education
Identification Number: https://doi.org/10.1080/17508487.2014.863221
Depositing User: Collier, Elanor
Date Deposited: 22 Mar 2016 11:09
Last Modified: 04 May 2020 16:42
URI: https://eprints.nottingham.ac.uk/id/eprint/32455

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