Discourse Studies in the Cultural Politics of Education Journal Impact Factor & Information

Publisher: University of Queensland. Dept. of Education, Taylor & Francis

Journal description

Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways. Apart from articles and book reviews, Discourse also contains, from time to time, review essays, symposia on emerging issues, as well as interviews and policy debates.

Current impact factor: 0.51

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 5.40
Immediacy index 0.06
Eigenfactor 0.00
Article influence 0.00
Website Discourse website
Other titles Discourse (Abingdon, England: Online), Studies in the cultural politics of education
ISSN 0159-6306
OCLC 49633517
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo for STM, Behavioural Science and Public Health Journals or 18 months embargo for SSH journals
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • 'Taylor & Francis (Routledge)' is an imprint of 'Taylor & Francis'
  • Classification

Publications in this journal

  • Jennifer Charteris · Kathryn Jenkins · Marguerite Jones · Michelle Bannister-Tyrrell ·

    Discourse Studies in the Cultural Politics of Education 11/2015; DOI:10.1080/01596306.2015.1113158

  • Discourse Studies in the Cultural Politics of Education 11/2015; DOI:10.1080/01596306.2015.1104857

  • Discourse Studies in the Cultural Politics of Education 11/2015; DOI:10.1080/01596306.2015.1104848

  • Discourse Studies in the Cultural Politics of Education 11/2015; DOI:10.1080/01596306.2015.1104853

  • Discourse Studies in the Cultural Politics of Education 11/2015; DOI:10.1080/01596306.2015.1104852
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    ABSTRACT: This article proposes that a queer reading of failure might offer opportunities to re-think the affective-political practice of doctoral writing. It examines data from one case in Aotearoa New Zealand to illustrate how a doctoral student negotiates ‘failure’ in relation to their writing practice and identity. While higher education researchers have tended to interpret failure as something to avoid, or learn from in the pursuit of normative success, queer research offers us new pathways into analysis. In this article, I argue that we can recognize ‘writing failures’ as possible modes of being and becoming doctoral. Despite being frequently associated with affective practices of guilt, shame, and disappointment, failure might also open onto alternative feelings such as relief, joy, and satisfaction. Ultimately, the article contends that queer concepts might assist higher education researchers to interrogate normative framings of failure, and to glimpse alternative possibilities for understanding ‘success’.
    Discourse Studies in the Cultural Politics of Education 11/2015; DOI:10.1080/01596306.2015.1105788
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    ABSTRACT: The contextual precept of this paper is to re-theorise inclusive education beyond technical rational solutions to the ‘problem’ of disability. Drawing on Foucauldian and critical disability theories, I make the case for the analysis of inclusive schooling through the lens of students’ ‘included’ subjectivities – notwithstanding the presence of diagnosed special educational needs. I contend that there is a theoretical mismatch between humanist inclusive schooling and the posthumanist position of disability: an epistemic fissure that impedes inclusive development. Through analysis of the voices of students with disabilities from two different schooling contexts in Australia and Spain, I demonstrate how fragmented virtues of normalcy suffused their subjectivities. I conclude the paper with a discussion of the roles that DisHuman disability studies might play in recasting inclusive schooling by troubling normative discourse.
    Discourse Studies in the Cultural Politics of Education 11/2015; DOI:10.1080/01596306.2015.1105787
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    ABSTRACT: This study applies discourse analysis to Israeli media coverage of national and international standardized examinations within Israel's public education system. Through systematic analysis of the topic in the two main Israeli financial publications between the years 2000 and 2013, we explore the nature and narrative of the media and compare the coverage of national and international standardized testing. We find that most of the media attention was devoted to international examinations, while national examinations were covered in a more limited yet critical way, perceived as unnecessary and even dubious. International examinations, in contrast, were described as axiomatic components of the education system. Articles on both national and international standardized testing criticize the education system, blaming teachers, the Ministry of Education, budget constraints, and marginalized populations for Israeli students’ inadequate results. We frame our analysis by alignment of the articles along global–local and also neoliberal–humanistic axes. We structure our assessment within the global–local nexus and discuss the broader implications of the role of the testing in framing the local educational public discourse.
    Discourse Studies in the Cultural Politics of Education 11/2015; DOI:10.1080/01596306.2015.1105786
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    ABSTRACT: This paper engages with the early childhood–school relationship. The relationship has a long-standing history of being defined by a series of divisions and separations. Research has identified the divisions and separations to be largely determined by differences around concepts of learning and pedagogy. Discursive analyses of these differences often result in a series of impasses. The aim of this paper is to move beyond these discursively determined impasses. I draw on data from a small pilot study where a group of early childhood teachers come together to talk about their use of Transition Statements. I bring to the analysis of the data the concept of affective assemblages. This allows me to look beyond that which has been discursively produced in order to ask new questions, and to offer new ways of being in relationship.
    Discourse Studies in the Cultural Politics of Education 11/2015; DOI:10.1080/01596306.2015.1105791
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    ABSTRACT: The authors consider how globalisation has fundamentally reshaped education. The assumption that in a knowledge economy workers need to be better educated has led to the belief that education is a private good. What the authors define as ‘responsibilisation’ frames a radically different vision of public life from that of the past. The pressures of globalisation, privatisation, and changes in communications technology have led to educational reforms consistent with the neoliberal suggestion that all individuals can succeed; if they do not, then it is their failure rather than that of the state. The authors suggest that ideas such as ‘grit’ and a culture of assessment are by-products of globalisation and responsibilisation, and argue that the educator's role is to engage in an analysis of the overall cultural politics that defines the era and proffer ways for social engagement aimed at the elimination of injustice and the promotion of democracy.
    Discourse Studies in the Cultural Politics of Education 10/2015; DOI:10.1080/01596306.2015.1104855
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    ABSTRACT: In this paper I consider the adult focus of current mainstream gender theory. I relate this to how the concept of the heterosexual matrix originates in a social contract which excludes children from civil society. I argue that this exclusion is problematic both for theoretical reasons and from the perspective of children themselves. I start by discussing the nature of the heterosexual matrix and its foundations. I consider the implications for participation which arise from being named as a child, how that affects children's attempts to claim participation in civil society, and how this is related to children's naming of themselves as gendered. I then briefly consider the possibility that, because of their exclusion, children might also be considered to be exempt from the heterosexual matrix. However, I argue, there is considerable evidence that children are actively sexual beings who also work hard to claim inclusion in local practices of heterosexuality. I end by suggesting that there are three key reasons for this: that the discourses of normative sexuality provide children with a language to express sexual feelings; that self-insertion in the heterosexual matrix is a way for children to claim rights to participation; and that taking up heterosexual formations is a means whereby children can experience the power of naming themselves as part of the social world.
    Discourse Studies in the Cultural Politics of Education 10/2015; DOI:10.1080/01596306.2015.1105785
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    ABSTRACT: Historically, for a period of a hundred years or more from the 1860s to the 1960s, assessment developed as an educational technology for selecting and certificating small numbers of individual students. This process was largely focused on excluding the majority. Over the last 30–40 years, the focus and purpose of assessment has changed. The emphasis is now on education for all and the development of a fit-for-purpose assessment system as a system, that is, as part of an integrated approach to national human resource development. These changes have been both driven by, and contributed to, the development of the knowledge economy and neo-liberalism. Students and teachers have been ‘responsibilised’ for the quality and outcomes of education, with assessment and examinations providing the quintessential vehicle for individualising and responsibilising success and failure in relation to achievement and social mobility.
    Discourse Studies in the Cultural Politics of Education 10/2015; DOI:10.1080/01596306.2015.1104854