About: Thinking with ‘lexical’ features to reconceptualize the ‘grammar’ of schooling: Shifting the focus from school to society

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An Entity of Type : schema:ScholarlyArticle, within Data Space : wasabi.inria.fr associated with source document(s)

Attributes	Values
type	Academic Article research paper schema:ScholarlyArticle
isDefinedBy	Covid-on-the-Web dataset
has title	Thinking with ‘lexical’ features to reconceptualize the ‘grammar’ of schooling: Shifting the focus from school to society
Creator	Courtney, Steven Mann, Bryan
Source	PMC
abstract	Achieving changes to education practices and structures is a significant issue facing reformers internationally, and researchers have confronted how such changes, and the conditions for these, might be conceptualized. These issues resonate particularly as researchers grapple with imagining a post-COVID-19 landscape where social and educational norms may change. Tyack and Tobin, in their 1994 article ‘The “Grammar” of Schooling: Why has it been so hard to change?’ argued that several features of the American education system are so persistent as to warrant being understood as the ‘grammar’ of schooling. In this article, we reconceptualize this ‘grammar’ by taking seriously Tyack and Tobin’s insistence that ‘grammar’ organises meaning. Starting here, we argue that what they took to be grammatical features are the products and not the producers of meaning. We draw on the cases of the United States and England to argue that four international discourses have performed this meaning-making work: industrialization; welfarism; neoliberalism and neoconservatism. These are the ‘grammars’ of schooling—and of society. Their discursive products, including age grading and sorting into subjects are, we suggest, ‘lexical’ features that express the grammar. We use lexical features to explain the multi-directional interplay between discourse and educational feature: the lexical may endure longer than the grammatical, changes to which may be effected and/or legitimated through appealing to a lexical feature. We conclude by outlining key implications for realizing and conceptualizing educational change, including for a post-COVID-19 landscape.
has issue date	2020-08-13(xsd:dateTime)
bibo:doi	10.1007/s10833-020-09400-4
has license	cc-by
sha1sum (hex)	fc1cd8837bb95ddcad0c114f5fab3bf03892c6c5
schema:url	https://doi.org/10.1007/s10833-020-09400-4
resource representing a document's title	Thinking with ‘lexical’ features to reconceptualize the ‘grammar’ of schooling: Shifting the focus from school to society
has PubMed Central identifier	PMC7424234
schema:publication	J Educ Change
resource representing a document's body	covid:fc1cd8837bb95ddcad0c114f5fab3bf03892c6c5#body_text
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