Discourse, Power and Resistance: Challenging the Rhetoric of Contemporary Education

by Jerome Satterthwaite (Editor), Elizabeth Atkinson (Editor)

This book is a call to educators to recognize and resist the rhetoric around education and to question the practices that are controlling education all over the world, reducing it to little more than skills development in preparation for work. David Hursh of University of Rochester, New York argues that testing and accountability have fostered the decline of teacher professionalism and local control, thus achieving compliance and making contestation all but impossible. Helen Colley of Leeds University, England questions the generally venerated strategy of mentoring to show how its dynamic requires docility from the learner and thus perpetuates inequality. These are but two of the dozen or so academics who have come together to challenge the prevailing academic discourse. In Part Two of the book, they suggest ways in which to provoke and enable students to critique the system. "Discourse, Power and Learning" is for students, teachers, trainers, lecturers and researchers. This exciting and readable book will compel them to think again about what may seem to them inevitable educational practice. Those in positions of power will be led to question the status quo in education and considering the positive alternatives suggested here.

199 pages, Paperback

First published May 1, 2003

Reviews

[Erin · Rating 3 out of 5]

Another anthology that I used this semester. I mainly used:
Nichols, S. (2003). “They just won't critique anything”: The “problem” of international students in the Western academy. In J. Satterthwaite, E. Atkinson, & K. Gale (Eds.), Discourse, power, and resistance: Challenging the rhetoric of contemporary education (pp. 135- 148). Stoke on Trent, England: Trentham Books.

Nichols (2003) argues that many make assumptions based on students’ country of origin and warns about doing so, and I recognize the need to recognize that biases about culture affect how we perceive a specific situation (p. 136).

Nichols (2003) argues for the need to change curriculum and assessment at universities (p. 148).