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1.
Abstract

Nationalism is a key resource for the political work of governing Scotland, and education offers the Scottish National Party (SNP) government a policy space in which political nationalism (self determination) along with social and cultural forms of civic nationalism can be formed and propagated, through referencing ‘inwards’ to established myths and traditions that stress the ‘public’ nature of schooling/education/universities and their role in construction of ‘community’; and referencing ‘outwards’, especially to selected Nordic comparators, but also to major transnational actors such as OECD, to education’s role in economic recovery and progress. The SNP government has been very active in the education policy field, and a significant element of its activity lies in promoting a discourse of collective learning in which a ‘learning government’ is enabled to lead a ‘learning nation’ towards the goal of independence. This paper draws on recent research to explore recent and current developments in SNP government education policy, drawing on discourse analysis to highlight the political work that such policy developments seek to do, against the backdrop of continuing constitutional tensions across the UK.  相似文献   

2.
This paper advances the idea that ‘education for the social inclusion of children’ is similar but different to ‘inclusive education’ as it has come to be understood and used by some authors and UK government documents. ‘Inclusive education’ tends to carry an inward emphasis on the participation of children in the education system (with discussions on school culture, transitions, truancy, exclusion rates, underachievement, and school leaving age). In contrast, education for the promotion of children's social inclusion requires an outward emphasis on children's participation in ‘mainstream’ society while they are still children. The latter emphasis is seen to be lacking in educational policy discourse in Scotland though a recent shift in policy towards education for active citizenship is noted. Examples are provided to show how many policy statements enact a limitation on the scope for education to promote children's social inclusion by emphasizing children's deficits as social actors and focussing on the ‘condition’ of social exclusion. The paper draws on an empirical study of children's participation in changing school grounds in Scotland. The analysis shows how the enclosure of learning in books, classrooms and normative curricula was challenged. Learning from school grounds developments was constructed relationally and spatially, but the scope of what was to be learned was often delineated by adults. The paper closes with a discussion of how education that promotes the social inclusion of children will benefit from seeing both children and adults as current though partial citizens and using socio-spatial opportunities for the generation of uncertain curricula through their shared and/or differentiated participation.  相似文献   

3.
This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with ‘methodological nationalism’. The paper argues that globalisation has witnessed a rescaling of educational politics and policymaking and relocated some political authority to an emergent global education policy field, with implications for the functioning of national political authority and national education policy fields. This rescaling and this reworking of political authority are illustrated through two cases: the first is concerned with the impact of a globalised policy discourse of the ‘knowledge economy’ proselytised by the OECD and its impact in Australian policy developments; the second is concerned explicitly with the constitution of a global education policy field as a commensurate space of equivalence, as evidenced in the OECD’s PISA and educational indicators work and their increasing global coverage. The paper indicatively utilises Bourdieu’s ‘thinking tools’ to understand the emergent global education policy field and suggests these are very useful for doing comparative education policy analysis.  相似文献   

4.
This paper analyses a specific disjunctive policy space in Scotland involving the current key children's social and educational policy agenda, Getting it Right for Every Child (GIRFEC), and a recent national report on teacher education, the ‘Donaldson Report’. In four main parts, the paper first introduces and applies in policy review and analysis a capitals frame to identify the policy–practice discontinuities currently inherent in the ‘GIRFEC-child practitioner education’ policy space, exemplified by the Donaldson Report. Then, the same capitals frame is applied to examine the capitals resources demanded in the particular ‘child–child practitioner education’ policy space previously delineated. Next, examples of policy disconnects amongst current child practice and practitioner education policy production and implementation, which warrant a concerted integrative cross-sector project to ensure coherent social and intellectual capital relations at all levels, are discussed. Finally, the paper calls for the governing professional registration bodies and universities involved in the education of child-sector practitioners to engage in the redesign of university programmes underpinned by principles of transdisciplinarity and transprofessionalism. The methodology is policy sociology and policy text analysis.  相似文献   

5.
This paper draws on interview data from national policy makers in England, Scotland and the European Commission to illustrate differences in the referencing of ‘Europe’ in education policy‐making in England and Scotland in order to highlight the emergent complexity of post‐devolution policy‐making in education through a focus on relations and interactions with Europe, as expressed in the negotiation and development of performance data systems. We suggest that policy‐makers in England reference global influences, rather than Europe, while policy‐makers in Scotland reference Europe in order to project a new positioning of Scotland in closer alignment with Europe. Europeanisation in education thus produces differing policy responses from closely aligned, indeed, in the case of England and Scotland, contiguous policy spaces. Thus the paper seeks to contribute to the literature on ‘travelling’ education policy and its ‘local’ mediation and to connect the development of devolution and the changing policy space of education in Europe.  相似文献   

6.
ABSTRACT

This paper examines the political economy of artificial intelligence (AI) and education in China, through an analysis of government policy and private sector enterprise. While media and policy discourse often portray China’s AI development in terms of a unified national strategy, and a burgeoning geopolitical contestation for future global dominance, this analysis will suggest a more nuanced internal complexity, involving differing regional networks and international corporate activity. The first section considers two key policy documents published by the central Chinese government, which are shown to implicate educational institutions as influential actors in national and regional strategies for AI development, with a significant role in plans to train domestic expertise. The second section outlines three prominent private education companies: New Oriental Group, Tomorrow Advancing Life (TAL), and Squirrel AI. These companies are selected to represent important aspects of China’s development of educational AI applications, including the influence of a well-established private education sector, and a growing interest in international corporate activity. The paper concludes with the suggestion that while central government policy reserves a significant role for education in the national AI strategy, the private sector is utilising favourable political conditions to rapidly develop educational applications and markets.  相似文献   

7.
This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies.  相似文献   

8.
This article explores the localisation of the global and European discourse of educational governance in the Greek education system through the changes that have been introduced in the field of education administration since 2009 by the then socialist government. Our research aims to contribute to the critical policy literature on the spreading marketisation and privatisation in the governing of education around the world and in Europe – through the adoption of New Public Management and Educational Leadership models. In developing our theoretical perspective, we use the Foucauldian concepts of governmentality and discourse, and in order to conceptualise power and control relations in the organisation, transmission, acquisition, and evaluation of pedagogical knowledge, we draw on Bernstein's theory of symbolic control. Our study has examined how the field of education administration is governed through power and knowledge transformations. We trace these transformations by analysing systematically the pedagogic discourse through which the global governance discourse is relayed and becomes a ‘regime of truth’ within public policy and practice in Greece. We argue that such changes have significant implications for everyday educational practice and for the kinds of knowledge that are considered legitimate, and they may affect educational professionals' subjectivities in fundamental ways.  相似文献   

9.
Speaking about ‘the student experience’ has become common-place in higher education and the phrase has acquired the aura of a sacred utterance in UK higher education policy over the last decade. A critical discourse analysis of selected higher education policy texts reveals what ‘the student experience’ has come to signify, and how it structures relations between students and academics, institutions and academics, and higher education institutions and government. ‘The student experience’ homogenises students and deprives them of agency at the same time as apparently giving them ‘voice’. This paper examines the dominance and sacralisation of the discourse of ‘the student experience’ and questions its positioning as a means of discriminating between the value of different experiences of education.  相似文献   

10.
ABSTRACT

This paper reports on the findings of a genealogical study and argues that the global discourse of quality in early childhood education and care (ECEC) is based on a number of problematic assumptions that converge to identify ‘quality’ as the site of government investment. Using the Australian policy context as an example, the assumption that only quality ECEC is beneficial for children is linked to the historical privileging of mother-care and the male breadwinner through family policy. Using Foucault’s notion of the ‘art of government’, the implications of the discursive logics of quality are outlined, including how ‘not quality’ childcare is positioned as potentially harmful, yet, the workforce can never be ‘quality enough’. It is recommended that early childhood sector academics, advocates and professionals work to introduce new discursive statements to the global policyscape, in order to create and foster diverse representations and understandings of the benefits and value of ECEC.  相似文献   

11.
This paper sets out to examine educational policy and practice in Scotland, showing how the ‘comprehensive and coherent programme to promote social inclusion’ – inculcating ‘readiness to learn’, ensuring that education equips the young for adult life, creating a demand for lifelong learning, above all through the presumption of mainstreaming – is indicative of and constitutive of a change in the way in which we are subject to governance in Scotland. This shift can be read as consistent with a move from a predominantly ‘disciplinary’ society as set out by Michel Foucault towards the ‘control society’ as elaborated by Gilles Deleuze – a society which does not operate through confinement but continuous control made possible by cybertechnology. Although it specifically draws on Scottish legislation and policy, it should be recognised that this is itself subject to emergent global education policy and so its relevance goes beyond these borders.  相似文献   

12.
The swift nature of school reform enacted by the new Conservative-led coalition government has sparked debate over the future of state education in Britain. While the government rhetoric suggests a decisive break with past policies, there is evidence to suggest that these reforms constitute the next stage of a long revolution in education reform, centred around neoliberal market discourse. In the following paper, I examine the current government’s education policy discourse and, by employing techniques of post-structuralist discourse analysis, reveal the government’s attempts to rearticulate education around the logics of market, responsibilisation and self-esteem, which act to shift responsibility for social problems from the state to the individual. Furthermore, I shall argue that such rearticulation has been coupled with an ideological fantasy of ‘empowerment’, which conceals the subordination of actors to these neoliberal logics by constituting the parent and, more recently, the teacher as powerful actors who have been freed from legal and bureaucratic constraints forced upon them by central government.  相似文献   

13.
Successive republican governments in France have constructed a complex educational context, which is rhetorically committed to a myth of provision of educational equality of opportunity whilst in practical terms it is characterised by a system focused on the production and reproduction of elites. This article aims to consider the political drivers and levers that are transforming French teacher education during the current challenging economic, social and cultural context. It uses a relatively new methodological approach to the analysis of policy evolution and development by applying a critical analysis of discourse, which considers the ways in which teacher education policy is ‘reproduced and reworked’. This is achieved through the discourse analysis of a policy speech made in October 2013 by the then Minister of Education, Vincent Peillon, contextualised by comparisons with reforms enacted by the previous Sarkozy government (masterisation). The article, therefore, utilises a systematic framework that allows analysis at the levels of contextualisation and deconstruction of the text and so highlights developments to date in the arguably unique approach of the Hollande government, driven by the relationship between the republican state and the education system in France. The article also considers how reaction following the Charlie Hebdo attacks of January 2015 afforded opportunities to assert new validity for the teacher education policy espoused within Peillon’s speech.  相似文献   

14.
ABSTRACT

Test-based accountability or ‘TBA,’ as a core element of the pervasive Global Education Reform Movement (GERM), has become a central characteristic of education systems around the world. TBA often comes in conjunction with greater school autonomy, enabling governments to assess ‘school quality’ (i.e. test results) from a distance. Often, quality improvement is further encouraged through the publication of these results. Research has investigated this phenomenon and its effects, much of it focusing on Anglo-Saxon cases. This paper, drawing on expert interviews and key policy documents, couples a policy borrowing with a policy instruments approach to critically examine how and why TBA has developed in the highly autonomous Dutch system. It finds that TBA evolved incrementally, advancing towards higher stakes for schools and boards. Further, it argues that school autonomy has been central to the development of TBA in two ways. Firstly, following a period of decentralisation that increased school(board) autonomy, the Dutch government saw a need to strengthen accountability to ensure education quality. This was influenced by international discourse and accelerated by a (politically exploited) national ‘quality crisis’ in education. Secondly, the traditionally autonomous Dutch system, shaped by ‘Freedom of Education’, has at times conflicted with TBA, and has played a significant role in (re)shaping global policy and in mitigating the GERM.  相似文献   

15.
The Bourdieuian concept of ‘position-taking’ is applied in this analysis of recognition of prior learning (RPL) policy and practice in Australian higher education. Data from institutional documents and participant interviews indicate that, within RPL policy, the universities selectively employ prevailing discourses of ‘quality’ and ‘equity’ to reinforce or potentially improve their reputation and symbolic power in the field of higher education. There is no common consensus about either equity or quality across the sector, as each university interprets the two concepts for its own benefit. The evidence suggests that, despite rhetoric in government policy implying that both are equally important, quality is a far stronger discourse and policy imperative than equity in RPL policy and practice. Also, RPL policies and practices provide an insight into how the key policy priorities of equity and quality are addressed by universities, when applied to a specific educational process or practice.  相似文献   

16.
In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that ‘Our literature is the best in the world’ and that every pupil should study particular authors. The ‘cultural heritage’ model of English is increasingly dismissed by teachers and students However, it is this ‘cultural heritage’ model which is preserved in the discourse of politicians. This paper explores the role that literary heritage texts play in the discourse of education policy in the context of devolution in twenty-first century Britain and considers the drivers and differences which can be seen in England and Scotland.  相似文献   

17.
Community-based informal education, like other practices, is fundamentally shaped by the discourses under which it is constituted. In Scotland, since 1975, the practice has been formally established by government policy as an amalgam of youth work, adult education and community development under a discourse of informal education. This combination carries its own internal tensions alongside the continually contested relationship between the field of practice and the State. This study analyses key documents in order to chart the shifts in discourse around the constitution of Community Education/Community Learning and Development since 1975. The analysis reveals the force of managerialist discourses which transformed understandings of the practice from post-war welfare state discourses as a service, to its reshaping as technique under New Labour. Current discursive work is directed to its reconstitution (still somewhat ambivalently) as a profession. This ‘re-professionalisation’ connects with similar movements in medicine, social work, parole and teaching which are attempting to reduce the costs of actuarial disciplinary techniques (in record-keeping, reporting and the generation of outcome data) by returning professional trust and judgement to practitioners.  相似文献   

18.
What is being sustained in education for sustainable development (ESD)? Drawing on biopolitical theory, this article puts forth the hypothesis that it is in fact the very life-chance gulf that separates wealthy ‘sustainable’ mass consumers from poor ‘sustainable’ subsistence-level populations. Hence, in sharp contrast to the cosmopolitan buzz that characterizes the international policy discourse on ESD, it is argued that ESD feeds into the global life-chance divide as it prepares different populations for entirely different lives and lifestyles. In previous research that has dealt with global aspects of ESD, a dividing line can be drawn between scholars who emphasize tendencies towards neoliberal homogenization and those who highlight contingency, local re-articulations and spaces of contestation. This paper offers a third theoretical position that while sharing a deep unease with global neoliberal government is primarily concerned with its ‘will to divide’. As a corollary of this biopolitical perspective, the paper makes a case for critical empirical research that can lay bare the cracks and contradictions in the grand narrative of ESD as a cosmopolitan ethical enterprise.  相似文献   

19.
Abstract

This article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of ‘restrictive’ and ‘expansive’ policy learning and develops a framework of dimensions for examining what is taking place across the UK at a time of change for all four national USE systems. From an examination of recent national policy literatures and interviews with key policy actors within the ‘UK laboratory’, we found that the conditions for expansive policy learning had markedly deteriorated due to ‘accelerating divergence’ between the three smaller countries and a dominant England that has been pursuing an ‘extreme Anglo Saxon education model’. The article also notes that some aspects of policy learning continue to take place ‘beneath the radar’ between UK and wide civil society organisations. This activity is more prevalent across the three smaller countries although each, to differing degrees, is still constrained by its position in relation to the UK as a whole.  相似文献   

20.
We examine how global pressures for competitiveness and gender equality have merged into a discourse of ‘inclusive excellence’ in the twenty-first century and shaped three recent German higher education programmes. After placing these programmes in the larger discourse about gender inequalities, we focus on how they adapt current global concerns about both being ‘the best’ and increasing ‘gender equality’ in locally specific ways, a process called vernacularisation. German equality advocates used ‘meeting international standards’ as leverage, drew on self-governance norms among universities, used formal gender plans as mechanisms to direct change, and set up competition to legitimate intervention. This specific incremental policy path for increasing women's status in German universities also mobilised the national funding agency and local gender equality officers as key actors, and placed particular emphasis on family friendliness as the expression of organisational commitment to gender equality.  相似文献   

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