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
    ​ green

Publications in this journal

  • Discourse Studies in the Cultural Politics of Education 08/2015; DOI:10.1080/01596306.2015.1071758
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    ABSTRACT: What gives legitimacy to the numbers that constitute the measurement techniques of the audit culture? We argue that the audit culture’s blind application of numbers to people as if there was no moral or ethical dimension to the calculation rests on a military discourse resident in mathematics. This argument is based on the genealogy presented in this paper, which uncovers a regime of measurement-by-number, sedimented as legitimate through an association with military power. We claim that this military measurement-by-number is a dubious technique of government on which the audit culture relies for its highly questionable authority.
    Discourse Studies in the Cultural Politics of Education 07/2015; DOI:10.1080/01596306.2015.1061977
  • Discourse Studies in the Cultural Politics of Education 06/2015; DOI:10.1080/01596306.2015.1041457
  • Discourse Studies in the Cultural Politics of Education 06/2015; DOI:10.1080/01596306.2015.1043239
  • Sardar M. Anwaruddin
    Discourse Studies in the Cultural Politics of Education 06/2015; DOI:10.1080/01596306.2015.1042429
  • Discourse Studies in the Cultural Politics of Education 05/2015; 36(4):479-484. DOI:10.1080/01596306.2015.980488
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    ABSTRACT: This paper critically discusses MacIntyre's thesis that education is essentially a contested concept. In order to contextualise my discussion, I discuss both whether rival educational traditions of education found in MacIntyre's work - which I refer to as instrumental and non-instrumental justifications of education - can be rationally resolved using MacIntyre's framework, and whether a shared meaning of education is possible as a result. I conclude that MacIntyre's synthesis account is problematic because the whole notion that there are rationally negotiable ways in which to compromise or harmonise opposing justifications of education found in instrumental and non-instrumental forms of education is troubling - the reason being that these are cultural disagreements about human flourishing that are not neutral-free, and due to a lack of care distinguishing between the common uses of the term ‘education’, and its looser usages to mean something like school learning that embraces a range of aims and goals that are often incompatible. In this light, it is argued that the contestability card has been unnecessarily overemphasised, and brings to our attention the complex ways in which we interpret education and what it means to be educated.
    Discourse Studies in the Cultural Politics of Education 03/2015; DOI:10.1080/01596306.2015.1026880
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    ABSTRACT: This article seeks to unpack the taken-for-granted notion of low performance, arguing that performance and competency are not a given categories; rather they are “objects-for-thought” that receive their discursive and material contours through a chain of translations. As suggested previously by Gorur, PISA is analyzed through the lens of Latourian Science and Technology Studies. The arguments in this article are based on an analysis of situations constructed to observe how performance is enacted in socio-material practice, as 15-year-old students collaboratively solve PISA scientific-literacy items. As background a text analysis, concerning how scientific literacy and performance are discursively constructed in various PISA materials, is reported. We suggest the notion of ‘competency’ be linked to the historical event of trying to start to detect it and argue that PISA results are products of the situated adjustments that are enacted by students and items created in the very moments of scientific measurement.
    Discourse Studies in the Cultural Politics of Education 03/2015; DOI:10.1080/01596306.2015.1025039
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    ABSTRACT: Educationally, it is arguable that transnationalism has been primarily framed around course delivery by educational institutions within international contexts. However, it is a more complex notion, incorporating ideas such as global citizenship and intercultural understanding. Consequently, if the Australian Curriculum is the national substantiation of Australia's educational priorities, designed to prepare young Australians for a globalised future, it should reflect such transnationalist elements. This paper contends that, despite contrary impressions, the Australian Curriculum is more of a protective reinforcement of older conceptions of a ‘Western’ community than one centred on forward-looking global principles. Its codifications dominate at the cost of acknowledging other points of reference that represent a collective transnational sensibility, and thus it embodies a lost national opportunity. Recent criticisms that the Australian Curriculum fails to adequately reflect ‘Western’ civilisation are ill-founded, as they ignore the strong presence of ‘Western’ intellectual constructs throughout the Australian Curriculum's design and content.
    Discourse Studies in the Cultural Politics of Education 03/2015; DOI:10.1080/01596306.2015.1023701
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    ABSTRACT: Much has been written about Stuart Hall's intellectual and theoretical contributions especially after the mid-1960s. This interpretive and social biography places Stuart Hall's life from 1932 to 1959 in a socio-historical context, beginning with his childhood in Jamaica and his early years in England. I draw on Hall's own biographical reflections during the last years of his life and his writings about secondary schools and working-class youth from his insights as a teacher in South London, as well as his writings on identity and diaspora, as he reflects on the early years later in his life. By examining this less celebrated time, I hope to bring insights about pedagogy, identity, exile and nostalgia, and make connections between the early experiences and the more celebrated years of Stuart Hall as an outstanding educator and public intellectual.
    Discourse Studies in the Cultural Politics of Education 03/2015; 36(2). DOI:10.1080/01596306.2015.1013249