The eye of the storm: discursive power and resistance in thedevelopment of a professional qualification for adultliteracies practitioners in Scotland
The claim to be a profession traditionally assumes the need for a University levelqualification. In a previously unregulated area of practice, the development of aprofessional qualification is thus central to the professionalisation process. In Scotland,the development of a Teaching Qualification fo...
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Linköping University Electronic Press
2011-04-01
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Series: | European Journal for Research on the Education and Learning of Adults |
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Online Access: | http://dx.doi.org/10.3384/rela.2000-7426.rela0018 |
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doaj-3c641b7cc31248f092251b5ada78fdd52020-11-25T00:21:08ZengLinköping University Electronic PressEuropean Journal for Research on the Education and Learning of Adults2000-74262011-04-01215773The eye of the storm: discursive power and resistance in thedevelopment of a professional qualification for adultliteracies practitioners in ScotlandAileen AcklandThe claim to be a profession traditionally assumes the need for a University levelqualification. In a previously unregulated area of practice, the development of aprofessional qualification is thus central to the professionalisation process. In Scotland,the development of a Teaching Qualification for Adult Literacies practitioners becamethe focal point for the tensions in the broader professionalisation project and a site ofdiscursive contestation in an emergent field of practice. This paper explores the play ofpower and resistance, drawing primarily on two separate but related research studies–a policy analysis and an exploration of practitioners' conceptualisations of practice.Whilst the first study explicitly used the methodological framework of CriticalDiscourse Analysis (Fairclough, 2003) and the second, Personal Construct Theory(Kelly, 1955), they are connected by their postmodern focus on language use and aninterest in how practitioners are managed by and, in turn, manage and mediatemanagerial and professional forms of power; both aimed to examine 'how discoursefigures in the processes of change' (Fairclough, 2003, p. 205). Brought intorelationship with one another in the context of the nexus of power relations formed bythe development of the new qualification, they illuminate the multiple 'projects'competing discursively in the space.http://dx.doi.org/10.3384/rela.2000-7426.rela0018Professionalisationprofessional developmentadult literaciesdiscourse |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Aileen Ackland |
spellingShingle |
Aileen Ackland The eye of the storm: discursive power and resistance in thedevelopment of a professional qualification for adultliteracies practitioners in Scotland European Journal for Research on the Education and Learning of Adults Professionalisation professional development adult literacies discourse |
author_facet |
Aileen Ackland |
author_sort |
Aileen Ackland |
title |
The eye of the storm: discursive power and resistance in thedevelopment of a professional qualification for adultliteracies practitioners in Scotland |
title_short |
The eye of the storm: discursive power and resistance in thedevelopment of a professional qualification for adultliteracies practitioners in Scotland |
title_full |
The eye of the storm: discursive power and resistance in thedevelopment of a professional qualification for adultliteracies practitioners in Scotland |
title_fullStr |
The eye of the storm: discursive power and resistance in thedevelopment of a professional qualification for adultliteracies practitioners in Scotland |
title_full_unstemmed |
The eye of the storm: discursive power and resistance in thedevelopment of a professional qualification for adultliteracies practitioners in Scotland |
title_sort |
eye of the storm: discursive power and resistance in thedevelopment of a professional qualification for adultliteracies practitioners in scotland |
publisher |
Linköping University Electronic Press |
series |
European Journal for Research on the Education and Learning of Adults |
issn |
2000-7426 |
publishDate |
2011-04-01 |
description |
The claim to be a profession traditionally assumes the need for a University levelqualification. In a previously unregulated area of practice, the development of aprofessional qualification is thus central to the professionalisation process. In Scotland,the development of a Teaching Qualification for Adult Literacies practitioners becamethe focal point for the tensions in the broader professionalisation project and a site ofdiscursive contestation in an emergent field of practice. This paper explores the play ofpower and resistance, drawing primarily on two separate but related research studies–a policy analysis and an exploration of practitioners' conceptualisations of practice.Whilst the first study explicitly used the methodological framework of CriticalDiscourse Analysis (Fairclough, 2003) and the second, Personal Construct Theory(Kelly, 1955), they are connected by their postmodern focus on language use and aninterest in how practitioners are managed by and, in turn, manage and mediatemanagerial and professional forms of power; both aimed to examine 'how discoursefigures in the processes of change' (Fairclough, 2003, p. 205). Brought intorelationship with one another in the context of the nexus of power relations formed bythe development of the new qualification, they illuminate the multiple 'projects'competing discursively in the space. |
topic |
Professionalisation professional development adult literacies discourse |
url |
http://dx.doi.org/10.3384/rela.2000-7426.rela0018 |
work_keys_str_mv |
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