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 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
  • Discourse Studies in the Cultural Politics of Education 03/2015; 36(2). DOI:10.1080/01596306.2015.1013252
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    ABSTRACT: In this article, I want to show how my initial encounter with the work of Stuart Hall was grounded in my reading of the later philosophy of Ludwig Wittgenstein, and was shaped by my interest in understanding the nature of racism across the three countries in which I had lived. Over the years, Hall's various writings have helped me to make sense of the shifting logics of racism, especially his insistence that racism cannot be understood in its own terms, but requires a conjunctural analysis of the contested processes of historical and political formation. I argue moreover that Hall does not so much as write about racism in or from diaspora, but rather he thinks diasporically, a notion that has significant implications for public pedagogy.
    Discourse Studies in the Cultural Politics of Education 03/2015; 36(2):264-274. DOI:10.1080/01596306.2015.1013251
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    ABSTRACT: This article focuses on the contribution of Stuart Hall to the study of educational policy and reform, using the experience of the Citizen School initiative in Porto Alegre, Brazil as a concrete example. This experience was a participatory educational reform implemented during the 16 years of the Workers' Party tenure in Porto Alegre's municipal administration. Hall's concept of articulation and his particular use of concepts such as ideology, discourse, common sense, and hegemony lay the foundation for the theoretical framework that provides a potent lens to analyze the complexity of educational policy and reform. In particular, this assemblage of concepts offers a vantage point to understand a counter-hegemonic initiative such as the Citizen School, because it helps to situate this experience as a particular historical articulation of discursive practices both connected to the recreation of common sense and anchored in a particular material context. First, the article will briefly contextualize the Citizen School experience. It will then show how Hall's concepts develop a complex theory to analyze complex phenomena such as educational policy and reform, in particular the Porto Alegre experience.
    Discourse Studies in the Cultural Politics of Education 03/2015; 36(2):287-299. DOI:10.1080/01596306.2015.1013248
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    ABSTRACT: Stuart Hall had a significant impact on critical analyses of rightist mobilizations in education. This is very visible in my own work, for example, in such volumes as Official Knowledge (2014) and Educating the ‘Right’ Way (2006). After describing an important series of lectures that Stuart Hall gave at the Havens Center for Social Structure and Social Change at the University of Wisconsin, Madison, I detail the nonessentialist position that served as the grounding of Hall's own discussion of race, ideology, and conjuncture, and how it affected so much of the critical examination of neoliberal and neoconservative reconstructions of education. In the context of laying out the tasks of the ‘critical scholar/activist in education,’ I then portray what we can learn from Hall about the role of the organic intellectual.
    Discourse Studies in the Cultural Politics of Education 03/2015; 36(2):171-184. DOI:10.1080/01596306.2015.1013245
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    ABSTRACT: Lawrence Grossberg, a key figure in Cultural Studies, both in the USA and internationally, reminisces about Stuart Hall as a political intellectual and teacher. He talks about Stuart Hall’s impact on him, as well as on Cultural Studies, education, and the Left more generally. The interview traces how Hall and Cultural Studies have been taken up, not only in the UK and the USA but also in other parts of the world. Grossberg points out some of the misunderstood aspects of Hall’s intellectual and political contributions, and perhaps more importantly, how Hall taught him and others on the Left to think and act conjuncturally, defining new practices of intellectual work as cultural politics. Grossberg, together with Leslie G. Roman, thinks about the difficult state and future of Cultural Studies and education in the current context. The interview concludes with a moving homage about Hall’s legacies as an extraordinary teacher and public intellectual. Keywords: Stuart Hall; education; Cultural Studies; New Left; Leftist politics; public intellectual; Gramsci
    Discourse Studies in the Cultural Politics of Education 03/2015; 36(2):185-199. DOI:10.1080/01596306.2015.1013250
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    ABSTRACT: In this article, I argue that the idea of articulation links three different dimensions of Stuart Hall's work: it is central to the work of cultural politics, to the work of hegemony and to his practice of embodied pedagogy. I claim that his approach to pedagogy entails the art of listening combined with the practice of theorising in the service of expanding who belongs to the public. This involves the work of translation, finding ways of addressing different audiences. I treat each of these aspects in turn, drawing out the salience of articulation for each and suggest that these three dimensions are themselves articulated by Hall's commitment to the theory and practice of articulation.
    Discourse Studies in the Cultural Politics of Education 03/2015; 36(2):275-286. DOI:10.1080/01596306.2015.1013247
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    ABSTRACT: Participation in the Organization for Economic Co-operation and Development's (OECD) Program for International Student Assessment (PISA) has continuously expanded: from 43 systems in 2000 to 65 systems in the 2012 cycle, with 71 signed up for PISA 2015. There also has been a growth in sub-national participation, expanding PISA's reach beyond the nation-state. This paper explores sub-national PISA participation in Canada and the USA, asking how PISA is being used within sub-national education policy spaces. We draw on analysis of documents and data from interviews with officials at sub-national, national, and international levels. Findings illustrate some of the diverse motivations and uses of PISA, providing insights into the effects of PISA at the sub-national scale. As such, we argue that competitive comparison in education has deepened through the enhanced granularity of international large-scale assessment data to new scales beyond the nation-state.
    Discourse Studies in the Cultural Politics of Education 03/2015; DOI:10.1080/01596306.2015.1017446
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    ABSTRACT: This article presents a discourse analysis of Kylene Beers’ presidential address to the 2009 conference of the National Council of Teachers of English (NCTE-USA). The address, titled “Sailing over the Edge: Navigating the Uncharted Waters of a World Gone Flat,” calls teachers to reject the standardized education of the industrial order and to harness the creativity at the heart of the “flat world” (i.e. global, knowledge-based capitalism). The discourse analysis focuses on the figure of the “flat world” - an increasingly common image in education research - and asks how the speech uses the figure of the “flat world” to reimagine the role of education under global capitalism. Mobilizing the ideas of Fredric Jameson, the Marxist literary critic, the article asks how the speech's story of education in the “flat world” offers “an imaginary resolution of a real contradiction” between industrial and knowledge-based capitalisms.
    Discourse Studies in the Cultural Politics of Education 03/2015; DOI:10.1080/01596306.2015.1016896