Lodge, Caroline; (2001) An investigation into discourses of learning in schools. Doctoral thesis , Institute of Education, University of London.

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Abstract

This thesis reports a research project describing the discourses of learning in four UK schools. It describes how people in the schools use language about learning. There have been few comparable studies of the discourses of learning. A rationale for studying discourses is presented, arguing that discourses constitute meanings, including the meanings of learning. It makes an argument that the study of discourses of learning in schools can make a useful contribution to understanding learning in schools. Research was carried out in two primary and two secondary schools, in London and the Midlands, which had been involved in programmes to develop learning. Data was gathered from conversations with students and teachers, from classroom and other observations and from documentary materials. This was analysed to produce a description of three discourses: performance, work and learning. The findings have implications for those concerned with effective learning in schools. Performance discourse operates in all four schools, but despite the UK policy context, it is challenged by other discourses. The discourse of work is especially dominant in classrooms. It is argued that the discourses of work and performance reflect meagre views of learning and do not encourage an understanding of effective learning. The richer discourse of learning was evident, but harder to find than the others. This study makes a contribution to understanding the complexity of learning in schools. The constitutive nature of the discourses, the influence on the discourses of different contexts and of the contributory learning perspectives are all explored. The schools and classrooms where a richer discourse of learning operates are examined for what they can tell us about working against the grain of the performance and work discourses.

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