The role and contribution of consultants and consultancy in public services has grown rapidly and the power of consultants suggests the emergence of a ‘consultocracy’. We draw on research evidence from the social sciences and critical education policy (CEP) studies to present an examination of the state of the field. We deploy a framework that examines functional, critical and socially critical research and theorising, and we identify the emerging interest in CEP studies. In particular, we identify the potential for consultocracy but acknowledge that there is a need for more detailed research where we argue for more attention to be given to the political sciences in theorising knowledge exchange processes.

Consultants, consultancy and consultocracy in education policymaking in England

A discussion on the impact of globalized mobility online and offline on frameworks for the study and practice of academic literacy.

/pdf/mobility-and-academic-literacies-an-epistolary-conversation-48wrlfbuyd.pdf

Mobility and academic literacies: An epistolary conversation

There is a growing contemporary interest in how universities can play a role in making a difference to community and social issues, and to question how universities’ authority to create and legitimate knowledge becomes an increasingly important in the struggle for social justice. This thesis engages with this timely debate by exploring the intersection of knowledge, power and participation in community-university engagement. I situate my enquiry in specific forms of practice between academic and community and social actors collaborating to produce shared knowledge about issues of social justice. My particular focus is on how diverse ways of knowing, including that of Indigenous peoples, can count towards the way in which such issues are both defined and addressed. I specifically make use of the concept of ‘cognitive justice’ – or whose knowledge counts – to analyse how attention is paid to epistemology in these collaborations.
I used a qualitative research design and conducted fieldwork in Canada and the UK to develop 10 case studies. I interviewed academic and community partners about a project they collaborated on in order to explore how people understood what they were doing together, how knowledge was used, shared and legitimated and how these encounters were framed with respect to social justice. My conceptual and analytical framework focused on an exploration of deliberative processes of participation and cognitive justice in this landscape.
This thesis makes the case for cognitive justice in community-university engagement in three main areas. The first is to suggest that the participative conditions necessary for cognitive justice include relational practices of engagement and the presence of deliberative characteristics to knowledge creation and use. The second is to argue for an inseparable connection between knowledge and participation in practice, and thus that the degree to which cognitive justice can be considered central to social justice requires practices to go ‘beyond recognition’ of diverse knowledges alone. The third considers the ways in which forms of engagement themselves can be considered cognitively just. I argue ‘doing’ cognitive justice requires new arrangements between researchers and researched which also brings with it ethical and methodological considerations.

Whose knowledge counts? : exploring cognitive justice in community-university collaborations

A dialogue about teacher agency: Australian and Chinese perspectives

Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts

CONTENTS Foreword: Joel Spring Acknowledgments Chapter 1: Introduction: Knowledge, Evidence, and Faith: How the Federal Government Used Science to Take Over Public Schools, Robert Calfee Part 1: The Political Realties Chapter 2: Whose Knowledge Counts? The Pedagogy of the Absurd, Kenneth S. Goodman Chapter 3: Re-reading Poverty Reorienting Educational Policy, Patrick Shannon Chapter 4: Neoliberal and Neoconservative Literacy Education Policies in Contemporary France, Jacques Fijalkow Chapter 5: Flying Blind: Government Policy on the Teaching of Reading in England and Research on Effective Literacy Education, Henrietta Dombey Chapter 6: Whose Knowledge Counts, For Whom, In What Circumstances?: The Ethical Constraints on Who Decides, Sue Ellis Chapter 7: About the Dubious Role of Phonological Awareness in the Discussion of Literacy Policies, Renate Valtin Part 2: Aspects of Literacy: The Knowledge Base Chapter 8: The Role of Story and Literature in a World of Tests and Standards, Kathy G. Short Chapter 9: The Staircase Curriculum: Whole-School Collaboration to Improve Literacy Achievement, Kathryn H. Au and Taffy E. Raphael Chapter 10: Diversity in Children's Literature: What Does It Matter in Today's Educational Climate? Rudine Sims Bishop Chapter 11: Examining Three Assumptions about Text Complexity: Standard 10 of the Common Core State Standards, Elfrieda H. Hiebert and Katie Van Sluys Chapter 12: The Role of Literature and Literary Reasoning in English Language Arts and English Classrooms, Judith A. Langer Chapter 13: Writing Teachers: The Roles Exploration, Evaluation, and Time Play in Their Lives, Jane Hansen Chapter 14: What Do Children Need to Succeed in Early Literacy-And Beyond? William H. Teale, Jessica L. Hoffman, and Kathleen A. Paciga Chapter 15: The Impact of Changing Conceptions of Language on Curriculum and Instruction of Literacy and the Language Arts, David Bloome and Melissa Wilson, Comments: Nu!... So!... Where do We Go from Here? Yetta M. Goodman List of Contributors

Whose Knowledge Counts in Government Literacy Policies? : Why Expertise Matters

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Whose Knowledge Counts in Government Literacy Policies? : Why Expertise Matters