I like the bit about “conceptual supremacy.” It hangs in the air as elusive, fleeting, and tricky to capture yet I’m sure it’s very powerful in the real-world once it’s a thing in a context with a group of people.
Indeed Mark! Often those who claim to hold a position of neutrality in education have an assumed conceptualisation of the term, which is used without need for clarification or justification. See for example, Greg Ashman's recent blog post on the subject where what it means to be ideological is assumed.
I like the bit about “conceptual supremacy.” It hangs in the air as elusive, fleeting, and tricky to capture yet I’m sure it’s very powerful in the real-world once it’s a thing in a context with a group of people.
Indeed Mark! Often those who claim to hold a position of neutrality in education have an assumed conceptualisation of the term, which is used without need for clarification or justification. See for example, Greg Ashman's recent blog post on the subject where what it means to be ideological is assumed.