Recontextualisation and professionalising regions

Hordern, J (2017) 'Recontextualisation and professionalising regions.' In: Barrett, B, Hoadley, U and Morgan, J, eds. Knowledge, curriculum and equity: social realist perspectives. Routledge, Abingdon, pp. 148-164. ISBN 9781138083530

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Abstract

This paper illustrates how the Bernsteinian notion of the ‘region’ and the concept of recontextualisation can provide a framework for analysis of how knowledge is constituted and iterated in contrasting professions and higher-level vocations, and identifies the implications of certain types of region and recontextualisation process for practitioner access to valuable specialised knowledge. The region is conceptualised here as a socio-epistemic entity into which elements of knowledge are selected, appropriated and transformed (recontextualised) to meet the needs of practice. Regions are seen as having distinct characters which reflect their history and orientation, and as sites within which struggles over knowledge validity and utility are played out. Brief illustrations are provided from studies of occupations facing jurisdictional challenges and/or engaged in professionalisation projects, including project management, human resource management, chartered surveying, early years education and teaching.

Item Type: Book Chapter or Section
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Divisions: Institute for Education
Date Deposited: 05 Sep 2017 15:04
Last Modified: 04 Feb 2019 10:45
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