Concept Of Recontextualization Research Articles

Core socialist values and curriculum policy in China: A study of the curriculum standard for Chinese language

AbstractThis study employs Bernstein's concept of recontextualization and Rata's theorization of the Curriculum Design Coherence [CDC] model as theoretical tools to analyse the Curriculum Standard for Chinese Language [Standard] (The Standard, the Guidance, the Plan and all the quotations from the three policies were translated by me because the official English versions of them are unavailable.) which is part of a new approach to curriculum policy development in China. The study aims to identify and explain the mechanisms through which the Chinese government has recontextualized its ascendant political ideals of the core socialist values into the country's education system via curriculum policymaking. The study reveals that the Standard contains features embedding the core socialist values. This is achieved through three distinct mechanisms of recontextualization: policy propositions, subject competencies and subject concepts and content which operate from a sociocultural knowledge orientation. This sociocultural knowledge orientation aligns with the government's strong will to cultivate the core socialist values within the young generation so they become qualified builders and successors of the country's great socialist cause.

Exploring critical media literacy with culturally and linguistically diverse youth in Australia: recontextualisation of school learning in home environments

ABSTRACT This paper reports on an instrumental case study exploring what migrant and refugee-background youth in Australia make of the critical media literacy they learn in school, and what critical media practices they use out of school. It addresses the perennial question of the relationship between school literacy learning and everyday literate lives, paying deliberate attention to the experiences of youth whose diversity is underrepresented in research. Interviews with two English teachers and focus groups with culturally and linguistically diverse Year 10 students were analysed using content analysis and the concept of recontextualization. Findings are that these youth see significant value in their critical literacy learning at school, and they report utilising the types of critical reading/viewing skills they experience at school but for different purposes. They frequently use five main strategies for critical reading/viewing out of school: 1. using awareness of myriad multimodal semiotic features to examine representations of products and information; 2. evaluating trustworthiness; 3. fact checking; 4. doing further research; 5. identifying attempts at positioning. This research brings in-school and out-of-school domains together to understand the connections between critical literacy practices undertaken in school, and those reshaped by immigrant youth, who are still learning English, out of school.

Recontextualizing Politics of Noun Phrases in the New York Times Editorial

This research paper is an effort to recontextualize the politics of noun phrases on the New York Times editorial published on January 7th, 2016 entitled “North Korea Flexes Its Nuclear Muscle”. It examines how the recontextualization of these noun phrases can contribute to shaping public discourse about political events and ideas. Through a critical discourse analysis, Norman Fairclough’s concept of recontextualization and Theo Van Leeuwan’s discourse and function of language, the study demonstrates how the editorial uses noun phrases to mobilize support for certain political views while demonizing the opposing ones. To recontextualize the politics of noun phrases, deem how different political ideologies and movements may use specific language to reinforce their beliefs and goals. By recontextualizing the noun phrases, the editorial produces a particular political agenda that is likely to influence the reader’s opinions and attitudes towards certain political issues. The findings suggests that the language used in political discourse is a powerful tool that can be used to shape public opinion and that the manipulation of language should be a subject of public concern and also that the ideology can be changed by playing through choice of certain noun phrases.

Musical Futures in New Zealand: A study in recontextualisation

Musical Futures (MF) is an internationally recognised approach to music teaching aimed at developing high levels of student engagement through practical music making. Set up in the UK in 2003 Musical Futures is typical of approaches to education aimed at increasing levels of student autonomy through a strong emphasis on student-led discovery learning. A study was undertaken in 2020 to 2021 in New Zealand which investigated how a small number of teachers understand and utilise Musical Futures as an approach for classroom music teaching. The data was obtained through semi-structured interviews with teachers in New Zealand and leaders of the Musical Futures International team in Australia who offer training in New Zealand. Green’s original conceptualisation of informal learning was used as the main theoretical bench-mark against which teacher practices were compared and the findings reveal a shift away from the original idea of a discovery approach into the deep end, to more systemised learning. Bernstein’s concept of recontextualisation is used to make sense of this process of adaptation and change in the curriculum making process.

The role of recontextualization and socialization practices in transferring corporate values from a small Norwegian IT company to an Indian subsidiary

Companies that nurture a shared corporate culture based on specific corporate values can improve their performance. However, when companies expand globally, communicating and transferring these values can be challenging, particularly when there are significant linguistic and cultural differences. This qualitative study examined the case of a small Norwegian IT company that has put its two corporate values at the core of its activity, and how these values were transferred to a subsidiary in India. Drawing on the concept of recontextualization and socialization theory, the study investigates the following: (1) how the corporate values were transferred, recontextualized and renegotiated in the Indian subsidiary; (2) how those values were implemented through a set of socialization mechanisms. Our main findings reveal how the Indian leaders actively recontextualized the values into prevailing cultural practices in India, and how senior employees were engaged in the value transfer process. Moreover, this article outlines how a small company without a formal HR department and with no expatriates to guide the process can use soft control mechanisms related to more formalized and structured HR practices to implement the headquarters’ values. Additionally, the article discusses the theoretical and practical implications of the findings.

The delegitimisation of Europe in a pro-European country

AbstractThe European project has always played a pivotal role in Italy’s politics and Italian political discourse. The European Union (EU) represented the primary vehicle through which to regain international legitimacy. From this perspective, the intensification in the last few years of the Eurosceptic and populist discourse of Matteo Salvini’s Lega has marked a critical turning point. This article contributes to an understanding of such process from critical discursive and historical perspectives. Building on the concept of recontextualization as elaborated in CDS but also more generally appealing to conceptual history and Discourse-Historical Approach (DHA) frameworks, this study deconstructs the Lega’s Euroscepticism diachronically, interpreting populism as a key discursive element of the Lega’s Far Right ideology. We thus highlight how the Lega’s Eurosceptic discourse and the recontextualisation of the European legitimisation process present a dramatic change and seem highly indicative of a new ideological and extra-party cleavage of ‘sovereignism’.

Between facts and ambiguity: Discourses on medical cannabis in Swedish newspapers.

Aim:This study examines the discursive construction of medical cannabis in Swedish newspapers, with the aim of understanding how the news media recontextualise the medical potential of cannabis.Design:The study is centred on the concept of recontextualisation, which focuses on how discourses are reinterpreted and reshaped when moving from one context to another, with a special focus on recontextualisation in relation to the media. Methodologically, the study uses critical discourse analysis to qualitatively analyse 134 articles of different subgenres, published in four Swedish newspapers between 2015 and 2020.Results:The study shows that medical cannabis is constructed around myriad topics and contexts, ranging from news that focuses on the medical potential of cannabis to articles where medical cannabis is mentioned in passing and constructed in a more abstract form. The media have difficulties retaining a conceptual boundary between medical and recreational cannabis. Moreover, the study shows that the medical potential of cannabis is discursively constructed using three different discourses: patient discourse, strong science discourse, and weak science discourse.Conclusions:The study suggests that there is a widening of the debate on cannabis in the Swedish public sphere, giving more recognition to the potential medical use of cannabis. The media, however, show difficulties in refining discourses on medical cannabis, which results in an altering between constructions that are strongly connected to science, and those that are not.

Rethinking society and knowledge in Finnish social studies textbooks

ABSTRACT This paper discusses the relationship between knowledge and society in social studies by analysing how society is presented in four Finnish social studies textbooks currently in use in comprehensive education. Besides its empirical contribution, the paper examines the possibilities of applying Michael Young’s understanding of powerful knowledge in social studies by complementing it with two additional theoretical approaches to society. Firstly, by applying Basil Bernstein’s concept of recontextualisation, it is possible to elaborate on the way in which social studies textbooks reproduce societal power relations. Secondly, by observing the society of social studies textbooks in the light of Niklas Luhmann´s social systems theory, it is possible to examine how social reproduction in social studies is related to temporal forms of knowledge in a functionally differentiated, multifaceted society. The findings indicate that due to the present-focused and institutional approach to society, the textbooks offer few tools for critical understanding and for changing society.

The concept of “recontextualization”: implications for professional, vocational and workplace learning

Abstract The paper argues that writers from a variety of socio-cultural and -cognitive perspectives have sought in a number of ways to close the assumed longstanding gap between theory and practice in Professional, Vocational and Workplace Learning (PVWL). In contrast, the paper adopts a different stance: it seeks to dissolve that gap, in other words, show it is only a feature of extant theorisation rather than an a priori given. To do so, the paper extends and elaborates the concept of “recontextualisation”, which was originally formulated by van Oers (1998) to clarify why Vygotsky operated with a contextual conception of knowing and learning. It accomplishes this extension and elaboration by identifying three principles to reveal why the concept of recontextualization allows us to appreciate why there is a relationship rather than a gap between theory and practice. Secondly, introduces a holistic framework to encapsulate the mediated relationship between theory and practice in the development of professional and vocational expertise. The paper concludes by arguing that recontextualization is an open concept which writers who draw on socio-cultural and -cognitive traditions could chose to incorporate into their conceptual repertoire to address issues that currently are excluded from, or are marginal concerns within, their research.

Recontextualizing curriculum policies: a comparative perspective on the work of mid-level actors in France and Quebec

ABSTRACTDrawing on Bernstein’s concept of recontextualization, this paper explores how mid-level actors interpret and translate curriculum policies in the context of growing concerns about the performance and accountability of education systems. Little is known about the work of recontextualization agents responsible for the professional development, support and control of teachers, uniquely positioned at the interface of policy and practice, and comparative perspectives are even scarcer. Based on empirical research in France and Canada (Quebec), this paper examines the work of pedagogic advisors and inspectors intervening at lower secondary school level. Data are drawn from interviews (n = 24) conducted in three mid-level school authorities. Our comparative analysis brings to the fore specific forms of recontextualization in each education system. In particular it shows important variations in the use of knowledge based on experience and observation and decontextualized knowledge drawing on research and statistical data. Agents also elaborate different discursive strategies projecting contrasting models of teaching. In both contexts, but to varying degrees, the rise of data and ‘evidence’ is reshaping the missions of mid-level actors, potentially eroding professional discretion and expertise.

En kritisk in- och utzoomning av ett samtida starkt hjärnintresse i utbildning

The aim of this article is to contribute with a critical understanding of the popular brain interest in contemporary education. The study is framed by the theory of practice architectures in combination with the concept of recontextualization. As a first step, we zoom in on an ecology of municipal school practices and its elements of a brain interest. The empirical material for this step includes remedial action plans, interviews with teacher teams and student health teams, and self reports. Here, the neuromythical idea of learning styles constitutes one of the manifestations. The second step is built on a zooming-out process in order to trail actors who potentially nurture general and specific brain interests. The analysis shows that many actors are involved, among which we find teacher union journals, book publishers and so forth. The analysis also shows that these actors work in a harmonious interplay. Towards the end of the article we cast a critical eye on the interest and on this interplay.

A Critical Discourse Analysis of Recontextualization in the News Headline Translation※

Seo So-a. 2015. “A Critical Discourse Analysis of Recontextualization in the News Headline Translation”. The Sociolinguistic Journal of Korea 23(2). 97~129. Most international news tends to be strategically translated to fit for the target context. A useful case for analysis includes the discursive patterns of English to Korean translation of international news headlines, particularly on the reportage of the Libyan and Syrian conflicts. Using data collected from the on-line articles in three Korean newspapers, this study draws on the concept of recontextualization and analyzes the textual practices and discursive strategies in terms of the critical discourse analysis based upon Hallidayean systemic-functional linguistics. The results demonstrate that the translated headline as the target text is discursively recontextualized into its interpretative and national context of Korea, while it is decontextualized from the reported event context of Libya and Syria as well as from the source context of the U.S. It is, thus, suggested that the international news headline translation is the target-oriented recontextualization at textual and contextual level. (145)

Análise sociológica da didática museal: os sujeitos pedagógicos e a dinâmica de constituição do discurso expositivo

Este artigo busca estudar o fenômeno educacional dos museus a partir da análise sociológica da didática museal. Tomando por base a Teoria do Discurso Pedagógico de Basil Bernstein e, em especial, os conceitos de recontextualização e campo recontextualizador desse autor, o processo de produção do discurso expositivo de cinco museus de ciências foi estudado. Assumiu-se o discurso expositivo como uma modalidade de discurso pedagógico e buscou-se evidenciar o processo de recontextualização de vários discursos na produção da exposição, além de caracterizar os sujeitos pedagógicos que compõem o campo recontextualizador pedagógico dos museus estudados. Ao revelar os agentes e instâncias responsáveis pela recontextualização e a dinâmica existente entre eles, evidenciou-se as relações de poder entre sujeitos e campos de conhecimento envolvidos na produção do discurso expositivo. A análise, com foco na dimensão sociológica da didática museal, fornece elementos-chave para a compreensão das dinâmicas de seleção e de distribuição do poder na elaboração das ações educativas dos museus, colaborando na formação dos profissionais que atuam nesses locais e, por conseguinte, qualificando as atividades educativas por eles elaboradas.

Recontextualising policy discourses: a Bernsteinian perspective on policy interpretation, translation, enactment

This paper contributes to critical policy research by theorising one aspect of policy enactment, the meaning making work of a cohort of mid-level policy actors. Specifically, we propose that Basil Bernstein’s work on the structuring of pedagogic discourse, in particular, the concept of recontextualisation, may add to understandings of the policy work of interpretation and translation. Recontextualisation refers to the relational processes of selecting and moving knowledge from one context to another, as well as to the distinctive re-organisation of knowledge as an instructional and regulative or moral discourse. Processes of recontextualisation necessitate an analysis of power and control relations, and therefore add to the Foucauldian theorisations of power that currently dominate the critical policy literature. A process of code elaboration (decoding and recoding) takes place in various recontextualising agencies, responsible for the production of professional development materials, teaching guidelines and curriculum resources. We propose that mid-level policy actors are crucial to the work of policy interpretation and translation because they are engaged in elaborating the condensed codes of policy texts to an imagined logic of teachers’ practical work. To illustrate our theoretical points we draw on data; collected for an Australian research project on the accounts of mid-level policy actors responsible for the interpretation of child protection and safety policies for staff in Queensland schools.

Inequalities and crossings: Literacy and the spaces-in-between

Debates on literacy inequalities have been powerfully advanced through Jan Blommaert's work, which demonstrates the ways in which discourse forms can lose function as they are moved into different environments. Looking through a south-north lens, Blommaert maps this feature of loss of function against world wide inequalities conceptualised through the centre-periphery models outlined in world systems theory. This paper presents work that I have done over a number of years on the concept of recontextualisation, examining at a micro-level (rather than a transnational level) examples of everyday print and digital texts which people produce and interpret as part of processes in workplaces and development projects in New Zealand and South Africa. The research then explores what happens to the fit between form and function when these particular texts are projected across contexts in the sequences of events necessary to ‘make things happen’. I explore the implications of this shift in terms of the unit of analysis, questioning how the concepts of literacy events and practices, so central to the New Literacy Studies (NLS), can account for such shifting. I identify the resources that actors have access to and draw on in each event in these sequences, and in their ability to project beyond the local, looking more closely at the materiality of literacy. As people and/or their texts are recontextualised as part of such meaning-making trajectories, time and space become important dimensions of analysis: I explore the levels at which time and space can be analysed in these crossings, treating these levels as forms of scaling. The multi-sited, micro-ethnographic work involved in tracing these trajectories shows that function can be lost, but it can also be sustained and/or gained. The paper suggests that a shift is needed from the focus (evident in much research and teaching in language and literacy studies) on the production and interpretation of meanings within contexts towards a focus on the projection of meanings across contexts. This shift of focus can contribute to new understandings of the placedness of resources for meaning making, the notion of capabilities and the understanding of literacy inequalities.

Work‐Learn‐Educate

PurposeThe purpose of this paper is to explore efforts to bridge conceptualisation and practice in work‐based learning by reflecting on the legacy and sustainability of the Centre for Excellence in Work‐based Learning for Education Professionals at the Institute of Education, University of London. The Centre was part of the national CETL (Centres for Excellence in Teaching and Learning) initiative (2005‐2010) and focussed on exploring ways of transforming current models of work‐based learning (WBL) in a bid to respond to the diversity of professional learning needs within education and beyond.Design/methodology/approachThe paper presents three case studies which are representative of the Centre's approach to drive theoretical development in WBL.FindingsThe three projects featured contributed to the development of WBL through synergetic cross fertilisation while operating independently from each other. Also, they are characterised by sustainability beyond the end of the CETL initiative. The Putting Knowledge to Work project developed and operationalised the concept of recontextualisation for WBL in successfully moving knowledge from disciplines and workplaces into a curriculum; and from a curriculum into successful pedagogic strategies and learner engagement in educational institutions and workplaces. The London Mobile Learning Group developed a research dynamic around theory and practice of learning with mobile media which contributed to the development of new approaches in (work‐based) learning. The Researching Medical Learning and Practice Network created a community of practice bringing together educational researchers with medical education practitioners and researchers resulting in a greater understanding of how professional attitudes and practices develop in both undergraduate and postgraduate contexts.Originality/valueThe experience of the WLE offers an example of innovative ways to continue to develop our understanding of work‐based learning and inform practice. The impact of the WLE activities on theory, policy and practice is evident in the creation of national and international platforms strengthening existing institutional links.

The recontextualization of commercialization: the shifting discourse of an R&D unit

PurposeThe purpose of this paper is to consider the impact of the introduction of a commerical discourse within a scientific context (i.e. a research and development (R&D) setting). It explores the reconstitution of professional identities, becoming customer focused and changing time orientations.Design/methodology/approachDrawing upon the concept of recontextualization as a discursive framework for analysis, extensive fieldwork was undertaken in a multinational oil company involving informal conversations, formal interviews with R&D staff (n = 41), secondary data analysis and non‐participant observation.FindingsThe major finding is that the commercialization of R&D operations was resented, but not resisted, by established R&D scientists. The reasons for the absence of resistance are discussed.Originality/valueThis work contributes to the understanding of the recontextualization of discourse in professional settings. It also offers insights into the colonizing and commodifying effects of the commercialization discourse.

Making Salami, Producing Bergamo: The Transformation of Value

Recently, in Italy and other European countries, certain foods have become markers of cultural continuity and economic possibility as various actors negotiate the value of these products. Using the concepts of recontextualization and tournaments of value, this article considers the production of material and symbolic value as it is expressed through the ongoing commoditization and potential transformation of the type of salami made in Bergamo, a town and province in Northern Italy. It focuses on various regimes of value to clarify competing visions of how production, consumption, and modernization are connected, and illuminates not only the process of how a local delicacy gets elevated to the status of gourmet product, but also how authenticity and prestige, which often seem to go hand in hand, become paired.

‘War on terrorism’ as a discursive battleground: Serbian recontextualization of G.W. Bush's discourse

In different parts of the world the 9/11 terrorist attacks have been localized and negotiated by mainstream media and in other public discourses in rather diverse ways. This article explores how young Serbian intellectuals recontextualized G.W. Bush's ‘war on terrorism’ discourse in order to legitimize, retroactively, Serbian violence against Muslims in Bosnia and Kosovo during the 1990s. We go beyond Bernstein's concept of recontextualization, defined as representation of social events, and extend it to the notion of relocation of a discourse from its original context/practice to its appropriation within another context/practice. Our analysis shows that the informants recycle and appropriate the discourse of ‘the war on terrorism’ by using an analogy. They equate the attacks on the WTC and the Pentagon with the former Yugoslav wars and they position and represent former Yugoslav Muslims as terrorists. Our informants continue to use the same principle of exclusion, celebrated by the US administration, extending the group of the ‘good’ (‘we’) to cover all ‘Western/European/Christians’, including the Serbs. The ‘evil’ (‘other’) group is represented as the ‘they’ group, encompassing all the ‘non-Western/non-European/non-Christian/Muslims’. Informants also appropriate the discourse by extending the meaning of the word ‘terrorism’ to all the violent acts carried out by Muslims regardless of the specificities of different politicalhistorical contexts.

The Recontextualization of Management: A Discourse‐based Approach to Analysing the Development of Management Thinking*

ABSTRACT Many analysts have sought to explain the development and growth of management ideas and discourse in recent years, using notions such as the diffusion and consumption of ideas, and analogies with the fashion industry. These frameworks have a number of weaknesses that inhibit their value. Conceptualizing management knowledge or ideas or thinking as a form of discourse leads us to alternative frameworks for examining developments in this field. Critical Discourse Analysis (CDA) can be used to explore the social processes and structures from which discourse emanates and which discourse in turn underpins. Bernstein's concept of recontextualization can be employed to analyse the discursive relations between different social spheres or conjunctures within which human action takes place and how discourse is changed as it moves between conjunctures to meet the needs of different social agents. In this respect it can be used to analyse how management discourse unfolds as it is produced, distributed and acquired by agents within the academic, consultant and practitioner conjunctures. By doing so we can explore: the intertextual relations between the discourses; how the management discourse becomes technologized; and how hybrid forms of discourse, which mix genres and styles, emerge.