Stephen Heimans
University of Queensland
51 Papers
157 Citations
Stephen Heimans is an academic researcher from University of Queensland. The author has contributed to research in topics: Education policy & Teacher education. The author has an hindex of 9, co-authored 33 publications. Previous affiliations of Stephen Heimans include University of New England (Australia) & University of New England (United States).
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Papers
Education Policy, Practice, and Power
TL;DR: In this paper, the authors argue for a perspective on policy, as informed by and as practice, and apply it across all elements of the policy cycle, drawing especially but not exclusively on Bourdieu's work on practice and its relationships with habitus, capital and field.
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Coming to matter in practice: enacting education policy
TL;DR: Ball and Maguire as discussed by the authors proposed a topology of policy enactment along three intersecting axes, where reality is emergent in practice and the material is given an ontological status, which is "in-here" as opposed to "else-where".
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Teacher education between principle, politics, and practice: A statement from the new editors of the Asia-Pacific Journal of Teacher Education
TL;DR: A case can be made that in many countries for a significant period of time, teacher education provided one of the few opportunities for people in the lower and middle social classes to achieve inte...
46
Doing education policy enactment research in a minor key
TL;DR: The authors explore the possibilities that education policy enactment research might hold for theorising and doing research, not just for work on how schools do policy, but also for how researchers do policy research with schools.
27
Teacher quality and teacher education: a critical policy analysis of international and Australian policies
TL;DR: This paper examined how the teacher quality agenda, evident in the globalised discourse on education policy, constructs changes to teachers' work and teacher education and examined the implications of policy enactment in Australia and analyse how the OECD documents construct understandings of teacher quality.