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Building on the proposition that Bernstein's ideas are due for a revival in higher education research, the call for studies in which theory is put to use and for policy studies to engage in textual analysis, this chapter argues for the affordances of the theoretical underpinnings of Bernstein's pedagogic device and critical discourse studies in investigating connections between policy and practice. Drawing on the sociology of pedagogy and applied linguistics, this chapter aims to explore the theoretical complementarities of the chosen approaches for exploring how policy ideas move through time and space. A focus on the notion of recontextualisation enables an understanding of how influences beyond the discipline itself, including policy discourses, can shape learning, teaching and assessment practices. The illustrating case examines policy on learning and teaching and how these ideas are recontextualised from national policy through to institutional policy and individual practices. The critical or questioning angle of both approaches in seeing ideas, including policy, as never value-free but as situated within their sociopolitical context can shed light on how policy ideas make their way into universities and in whose interests.

Purpose: This project examines both the media practice of covering perp walks and the discourse of perp walks as performative rituals, with the goal of understanding how grounded practice shapes meaning.

Methodology/approach: This project combines ethnographic observation and interview research to explore the grounded experience of perp walk participants, including journalists, law enforcement, and defendants.

Findings: The analysis suggests that perp walks are constructions that serve the interests of the state and that their resulting images are not neutral documents. Visual journalists are managed by law enforcement through embodied gatekeeping in practice and experience pressure from newsrooms to capture a particular moment. Defendants report feeling violated because they are unable to control the discourse of their recontextualized image.

Research limitations: As a qualitative-research project using a non-representative sample, the study results cannot be generalized, but they instead offer a rich understanding of embodied practice.

Originality/value: Because this study offers the subjective perspectives of three sets of stakeholders, including journalists, law enforcement, and defendants, it offers a unique and in-depth analysis of perp walks as media ritual.

In this paper, we explore how corporations use visual artifacts to translate and recontextualize a globally theorized managerial concept (CSR) into a local setting (Austria). In our analysis of the field-level visual discourse, we analyze over 1,600 images in stand-alone CSR reports of publicly traded corporations. We borrow from framing analysis and structural linguistics to show how the meaning structure underlying a multifaceted construct like CSR is constituted by no more than a relatively small number of fundamental dimensions and rhetorical standpoints (topoi). We introduce the concept of imageries-of-practice to embrace the critical role that shared visual language plays in the construction of meaning and the emergence of field-level logics. In particular, we argue that imageries-of-practice, compared to verbal vocabularies, are just as well equipped to link locally resonating symbolic representations and globally diffusing practices, thus expressing both the material and ideational dimension of institutional logics in processes of translation. We find that visual rhetoric used in the Austrian discourse emphasizes the qualities of CSR as a bridging concept, and facilitates the mediation of inconsistencies in several ways: By translating abstract global ideas into concrete local knowledge, imageries-of-practice aid in mediating spatial oppositions; by linking the past, present, and future, they bridge time; by mediating between different institutional spheres and their divergent logics, they appease ideational oppositions and reduce institutional complexity; and, finally, by connecting questionable claims with representations of authenticity, they aid in overcoming credibility gaps.

This chapter aims to contribute to research on standards and regulation in education, taking as a point of departure three sets of interrelated policies, core to the globalised educational agenda: policies on competencies and skills, school autonomy and performance-based accountability, representing a new governmental logic founded on the values of efficiency, quality, competitiveness and outcomes. The chapter has a double purpose: first, to make a theoretical contribution to the literature interrogating the new modes of governing schools and curricular knowledge. It does this, by explicating the relationship between the regulative dimension of global policy discourses, embodying the principle of performativity, and the discourses regulating pedagogic practices in local sites, where policies are enacted. Second, to present aspects of a study carried out in the Greek education context, in which policies towards a post-bureaucratic administration regime (school autonomy, national testing, accountability mechanisms) have failed to be institutionalised. Focusing on the Modern Greek Language curriculum and its enactments in demanding school settings, the study illustrates how discourses on inclusion, diffused within the educational field and invading the school space, exert strong control over teachers' instructional practices. It is argued that developments of Bernstein's theory of knowledge pedagogisation provide a language to describe the complex ways in which regulative discourses operate in global times, affecting the recontextualisations of curricular policies. The theory thus contributes to the literature on the enactments of globalised education policies and helps explain the diversity of national and institutional responses to such policies.

In this paper, we explore how corporations use visual artifacts to translate and recontextualize a globally theorized managerial concept (CSR) into a local setting (Austria). In our analysis of the field-level visual discourse, we analyze over 1,600 images in stand-alone CSR reports of publicly traded corporations. We borrow from framing analysis and structural linguistics to show how the meaning structure underlying a multifaceted construct like CSR is constituted by no more than a relatively small number of fundamental dimensions and rhetorical standpoints (topoi). We introduce the concept of imageries-of-practice to embrace the critical role that shared visual language plays in the construction of meaning and the emergence of field-level logics. In particular, we argue that imageries-of-practice, compared to verbal vocabularies, are just as well equipped to link locally resonating symbolic representations and globally diffusing practices, thus expressing both the material and ideational dimension of institutional logics in processes of translation. We find that visual rhetoric used in the Austrian discourse emphasizes the qualities of CSR as a bridging concept, and facilitates the mediation of inconsistencies in several ways: By translating abstract global ideas into concrete local knowledge, imageries-of-practice aid in mediating spatial oppositions; by linking the past, present, and future, they bridge time; by mediating between different institutional spheres and their divergent logics, they appease ideational oppositions and reduce institutional complexity; and, finally, by connecting questionable claims with representations of authenticity, they aid in overcoming credibility gaps.

To describe how a digital storytelling project used in preservice elementary literacy methods courses expands the notion of video reflection and offers an intentional zone of contact in which preservice teachers create their own idealized vision of their future classroom.

Using the multimodal text as a point of departure, each researcher used a different analytical method to approach the data, allowing for examination of different aspects of the product and process of digital storytelling. These analysis methods include theoretically driven analysis based upon theories of Bakhtin (1981) and Vygotsky (1978), metaphor analysis, and performative analysis. This chapter describes the findings from each analytic lens, as well as the affordances of the multiple research lenses.

The results of the study shed light on how preservice teachers constructed a dialogue around their beliefs about themselves as teachers and visions of their future classrooms. The space between the real and the imagined provided a critical writing space where preservice teachers were able to vision their evolving identity and make visible their negotiation of intellectual, social, cultural, and institutional discourses they encountered. These artfully communicated stories engaged preservice teachers in creating new meanings, practices, and experiences as they explored possibilities and imagined themselves in their future classrooms. In these compositions, the preservice teachers maintained, disrupted, and/or reinvented classroom contexts to accommodate their own understandings of literacy teaching and learning.

The zones of contact that were consciously created in this digital storytelling assignment allowed teacher educators to provide the cognitive dissonance which research shows makes teacher beliefs more amenable. Additionally, asking preservice teachers to engage in the type of analysis described in this chapter may prove to be a useful avenue for helping to make the negotiation that took place during the composing of the digital stories more explicit for the preservice teachers.

The field of Organization Development and Change (ODC) is facing the same tensions as those confronting humanity more broadly: how to build a sustainable future. There is an urgent need to preserve the viability of our species by changing our relationship to the natural environment and slowing the ravages of climate change and the degradation of the earth's resources. Simultaneously, technology advances are changing our lives, work, institutions, and culture in unpredictable ways. Social upheaval and geopolitical tensions are exposing deep fissures in values, preferences, and beliefs about what constitutes a just society and how to govern. The development needed for a sustainable future must enable us to operate in ways that are fundamentally different from the status quo – not just increase our effectiveness in the way we currently operate.

ODC will have to recontextualize its methodologies and frameworks that currently focus primarily on individual organizations to deal with the complexity and urgency of the challenges humanity is facing. In this Reflection, we consider some of the tensions and key questions that ODC faces: What does, and might, sustainable development mean in a globally intertwined world where divisions at both the macro and micro levels reflect conflicting interests, tensions, and fundamentally different aspirations for the future? How do ODC methodologies and frameworks need to change to help develop sustainable ecosystem level transformation cutting across hierarchies, institutions, geographies, and cultures? How does ODC need to design itself to operate differently with different outcomes? We suggest some possible next steps forward in addressing these tensions.

In this chapter, the authors aim to recontextualise the local picture of youth participation in Manchester in a wider European perspective. First, because the research framework was a comparative European research project and, second, because the relevance also of local research depends on the degree to which it provides general insight into a phenomenon. The authors share with the editors and the other authors of this book the aim of questioning dominant understandings that limit youth participation to institutionalised forms and to young people’s involvement in existing practices and processes predefined by others, in most cases adult professionals like educators, youth workers and policy-makers. Based on the identification and discussion of three aspects related to the recognition of young people’s practice as participation in formal, non-formal and informal settings, the current authors want to use their views from the outside to shed light on the tensions and ambivalences of youth participation that do not become obsolete by applying a wider notion of participation.

Exploring the “How?” and “Why?” of children’s agency through the employment of strategies to listen and to participate within parent interviews, this chapter addresses various “agency routes” children used in the effort to contribute their voices to adult conversations. The generational relationship between children and parents is tempered by children’s ownership claims to shared spaces within the home, which allowed them the room to defy parents’ directives to “Go Away!” Children utilized three different tactics of defiance (overt, quiet, and covert) in the attempt to listen and be heard, and in the process were motivated to participate in five distinct ways, which included: (1) informative, (2) corrective, (3) instructive, (4) investigative, and (5) expressive participation. Concluding with a call to recognize children’s voices as more than merely “background noise” when transcribing interviews, I encourage researchers in childhood studies to potentially revisit data collected in the effort to further theorize children’s agency as situated within generationality, contributing to a recontextualized framework of analysis.

Different higher education initiatives derived from the Bologna Process (BP) agenda have been recontextualised in each country depending on their starting points, their needs, their governments' political orientation and different institutions currently in power. This has led to discrepancies in the interpretation of BP objectives. In the case of the BP in Spain, the social dimension discourse (inclusion, equity and social justice) has prevailed in official documents, but pedagogical practices, driven by the actual process, have resulted in some detrimental outcomes. The educational approaches implemented involve student-centred teaching and learning to facilitate the adaptability of future professionals in the neoliberal context. The main interest in this chapter is in different student profiles: traditional students and those whose profile does not match the traditional student profile (because of being of an older age, concurrently working or having family commitments). The main objectives of this chapter are to analyse the effects of student-centred learning approaches related to the BP on different student profiles in terms of engagement, student experiences and academic results, as well as analyse their differential access to higher education. Quantitative analyses of two data sets have been conducted, including relevant data from Via Universitaria II (2018) report and the database of the Spanish Ministry of Education covering the timeframe between academic years 2015–2016 and 2020–2021. While the data from the latter source suggest the decrease of enrolment of non-traditional students (in terms of social class and age) over time, complementary data from the former source, that confirm these results, question the suitability of the so-called innovative student-centred learning approaches for all, as they seem to put traditional students in a more privileged position with regard to opportunities for academic progress. This analysis is essential for shedding light on the educational inequalities regarding non-traditional students in Spain in the framework of the BP.