Eliciting Personal Constructs to Distinguish Prevailing D/discourse in Police Training

By Cheryl Maree Ryan.

Published by The Learner Collection

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Article: Print $US10.00
Article: Electronic $US5.00

This paper describes the application of the rank-order repertory grid technique to elicit personal constructs in order to distinguish prevailing D/discourse in police training. Traditionally, the repertory grid has been used as a quantitative method for data collection, correlation, and analysis, however, in recent years it has been applied as a qualitative method. This research combines the use of the repertory grid as a quantitative method for data collection and initial statistical analysis with a discourse analytic framework for final theoretical analysis. This research is in informed by a literature review of police culture, police training, gender, “Othering”, and inherent D/discourses in police organisations, and inspired by the researcher’s professional experiences in a police organisation. Anecdotal evidence and studies reveal that pedagogical training methods are predominantly used in police training with concerns identified as to their educative value. These concerns are supported by Australian and international studies into police management education which reveal a ‘resistant anti-intellectual subculture’ and a set of unconscious and unchallengeable assumptions regarding police work, conduct, and leadership which prevents critical thinking. An examination of D/discourse in police training is timely and pertinent given the Australasian agenda for policing to become a profession.

Keywords: D/discourse, Police Training, Repertory Grid Technique

The International Journal of Learning, Volume 15, Issue 2, pp.35-46. Article: Print (Spiral Bound). Article: Electronic (PDF File; 594.320KB).

Cheryl Maree Ryan

Masters Student, Faculty of Education, Deakin University, Geelong, Victoria, Australia

I am currently working in an education advisory role with a police organisation in Australia and am completing my Masters with the intention of progressing to PhD. I have previously worked in adult and vocational education and health promotion. I am interested in hidden curriculum and the impact of culture and discourse on individuals’ learning, identity and agency.


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