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1.
Christine Winter 《教育政策杂志》2013,28(3):295-314
To varying degrees, education policy reforms around the world are driven by educational discourses relating to globalisation. At the same time, national and local histories, cultures and politics mediate the effects of globalisation discourses. This paper employs methods of analysis that draw on the concepts of ‘vernacular globalization’ and ‘policy archaeology’ in order to examine the ways in which the effects of globalisation on National Curriculum policy reform are mediated by conditions and priorities that are specific to national contexts. The enquiry focuses on three curriculum policy problems that are associated with the English school curriculum and have recently been identified as requiring reform: inappropriate curriculum knowledge, the skills deficit and the one-size-fits-all curriculum. The paper concludes by summarising the results of the analysis, identifying some curriculum issues arising from it and offering reflections on the methodological approach it has employed. 相似文献
2.
The article argues that there is no single globalisation of education systems, but rather multiple globalisations of each system taken in its individual context. We propose three explanatory factors to account for these vernacular globalisation processes, that is, for individual policy trajectories in each national context: path dependence on earlier policy choices and institutions, education policy-making through bricolage, and finally the translation by national actors of international-level ideas or tools as a function of the debate, institutions or national power dynamics in question. The research design is based on the study of a most-likely case: accountability policy in two school systems – France and Quebec – which show strong variations. Document analyses and semi-structured interviews were conducted in both cases. In the two countries, distinct vernacular globalisations are at work leading to different neo-statist accountability policies. In Quebec, the reinforcement of state power through a growing vertical accountability and the systematic development of regulation tools between policy actors and levels lead to a ‘centralisation by institutional linkage’. In France, we rather witness a ‘globalisation by discursive internalisation’ in which transnational imperatives are integrated in official discourses on the regulation of the education system, but without radically questioning the mainstays of this regulation. 相似文献
3.
School leadership as a key for school reforms has become a dominant theme in education, as demonstrated by a growing body of research during the last 15 years. Still, little attention has been paid to how changing international discourses on school leadership are translated into national public policy documents during the last decade. As such, this study provides additional insight into this field by analysing how Norwegian policy documents translate international discourses and re-contextualise national constructs of school leadership. Inspired by a critical approach, the authors address this issue by identifying discursive shifts in ideas about school leadership roles and practices. Based on an examination of four recent white papers on Norwegian education and school leadership, the authors argue that the policy documents constructed a tension between an international ‘explicit’ principal and a national ‘docile’ principal in 2003–2004, while recent documents construct a consensus-oriented, distributed leadership role for principals through the term ‘facilitating school leaders’. This may lead to contested interpretations as to how to perform school leadership in practice. 相似文献
4.
5.
Joanne Griffiths Lesley Vidovich Anne Chapman 《Journal of educational administration and history》2009,41(2):193-208
In curriculum policy, discourses of ‘policy partnerships’ and ‘communities of practice’ have become increasingly prevalent and were reflected in Western Australian curriculum policy processes from the mid‐1990s to the late 2000s – a period of significant, highly contested change. This paper presents the findings of an empirical study into the impact of curriculum reform on the changing dynamics within and between the government and non‐government education sectors, drawing on critical theory and post‐structuralist approaches to policy analysis within a broader framework of policy network theory. This approach is used to highlight power issues at all levels of the policy trajectory. This research found that despite policy discourses of collaborative and consultative processes to create a ‘shared’ curriculum, the government and non‐government education sectors remain largely distinct due to significant power differentials, as well as structural and cultural differences. The analysis reveals three closely connected emergent themes – limited collaboration, regulated consultation and enhanced state control of curriculum policy agendas. It is argued here that although discourses of ‘policy partnerships’ and ‘community of practice’ are increasingly evidenced in contemporary curriculum policy, they do not take sufficient account of embedded hierarchical power relationships. Further, such discourses can be used as legitimisation strategies to promulgate policy changes which enhance the steerage capacity of the state. Deeply entrenched power differentials operate simultaneously to distort policy partnerships and communities of practice, by both including and excluding particular sets of policy actors. 相似文献
6.
Ching-wai Ho 《Chinese Education & Society》2018,51(6):431-448
AbstractThis study adopted a discursive institutional framework to examine how teachers make sense of and understand transformation in their work and workplace during education reforms. Examination of this process is highly significant because it helps us to understand the often misplaced emphasis on workload in analysis of teachers’ work pressure in public and academic discussions, which might not reflect the whole picture. In-depth interviews were used to obtain information from the teachers’ perspective as front-line practitioners in the education institution. The study identified the discursive processes contributing to the institutionalization of new ideas and practices introduced during education reforms. This article argues that through situating teachers’ response to the reform in the relevant sociohistorical context, we can better delineate how meaning negotiation is possible in the moment of institutional change. 相似文献
7.
Sondra Cuban 《Gender and education》2010,22(2):177-191
The feminisation of migration is absent in policy and programmatic discourses on adult education in the USA and England. This paper uses an intersectional framework and feminist transnational methodology to probe this concept and its implications for women migrants and their education and advancement. 相似文献
8.
Francesca Caena 《European Journal of Education》2014,49(3):311-331
This article analyses the growing focus on teacher competences in European policy discourse against the backdrop of global convergences in education reforms. It traces key ideas, policy recommendations, peer learning and documents which underscore the relevance of teacher quality for education improvement, as recently stressed in the European Commission Communication and Staff Working Documents Rethinking Education. The intertwining of teacher competence frameworks with other areas of education policy is outlined — key competences in school education, the quality of initial teacher education, and the continuous professional development of teachers — teasing out reasons for their central role. Some insights from research and peer learning then explore key implications in the defining and implementing of teacher competence frameworks in national education systems. A comparative viewpoint further analyses current policy trends about teacher competences across European national contexts, in discourse and practice. In order to do so, a framework of analysis takes into account system features as key variables affecting national policy — roles and responsibilities of stakeholders, governance and education cultures, and the status of the teaching profession. Across the variety of policy practices, the analysis endeavours to trace some emerging patterns and trends, highlighting paradigmatic national examples, with some food for thought. 相似文献
9.
ABSTRACTThis article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers. 相似文献
10.
This article seeks to illustrate how various actors participating in a non-governmental organization (NGO) education project in two Bangladeshi communities represent different framings of gender. Teachers, as critical actors in this education project, utilize multiple discourses of gender equality and when viewed in relation to community members’, parents’ and students’ ideas of gender equality, we argue their discursive practices can create spaces for transformation. The use of multiple discourses suggests that specific local adaptations of women in development (WID), gender and development (GAD), post-structural and rights and capabilities approaches may all be useful in the work toward gender justice as these approaches inform the different meanings of gender equality in the communities. We conclude that NGOs play a critical role in making micro-level changes in schools as well as have a broader impact on communities and national agendas by engaging different actors’ uses of gender equality discourses. 相似文献
11.
The authors, one from China and one from the United States, present a theoretical framework for understanding the discursive
fields of citizenship education as composed, in large part, of the discourses of nationalism, globalization, and cosmopolitanism.
The framework is illustrated by examples from citizenship education in China and the United States. Citizenship education
in these examples is largely influenced by the discourse of nationalism. The discursive fields are fractured, context-specific,
and dynamic. In conclusion, the authors call for awareness of how these discourses operate, and propose that the discourses
of globalization and cosmopolitanism merge and strengthen within citizenship education. The effect could be a new citizenship
education that is responsive to the current needs of local and global democratic communities. 相似文献
12.
Graham J. McPhail 《British Journal of Sociology of Education》2016,37(8):1147-1166
In 2002 Parlo Singh outlined Bernstein’s theory of the pedagogic device, elaborating the potential in Bernstein’s complex theoretical framework for empirical research. In particular, Singh suggests that Bernstein’s concepts provide the means of making explicit the macro and micro structuring of knowledge into pedagogic communication. More recently, Power has noted that use of Bernstein’s ideas remains relatively unrepresented in the literature. This paper makes a case for the use of Bernstein’s ideas as a particularly rich resource for educational researchers. It provides illustrations of a number of concepts as part of a methodological procedure in a research project examining the approaches to curriculum and pedagogy of six secondary school music teachers within the dialectic of western art music and popular music. Through utilisation of Bernstein’s concepts of knowledge discourses, recontextualisation, and regionalisation, the study is able to identify, describe, and shed light on a key problem for music education and education generally: developing the pedagogical means for the utilisation of informal knowledge as a pedagogic resource within the secondary school curriculum. In turn, the music context suggests a number of extensions to Bernstein’s concepts. 相似文献
13.
Nafsika Alexiadou 《比较教育学》2019,55(3):422-442
ABSTRACTThe aim of this article is to identify the contexts and conditions that allow for successful education transitions and opportunities for the Roma minority in Europe. Thus far, transnational and national policies have failed to ensure Roma inclusion and education equality, even though some progress is visible. Using a combination of policy analysis and interviews with NGO and European Union actors, University academics and Roma students, the article examines the key contexts that frame education policies and create the necessary conditions for education transitions. It identifies the problems and challenges within the contemporary EU education policy frameworks and highlights the tensions between political rhetoric and policy commitments that are visible at national, transnational, and local levels. In addition, through a focus on individual student experiences, the article captures the lived reality of Roma students who have managed their education transitions with success. 相似文献
14.
Jeong‐Ae Park 《The International Journal of Art & Design Education》2009,28(2):183-193
This article examines some characteristics of art education in Korea. It takes the form of a historical overview using a postcolonial lens. The findings were that the predominant Western aesthetic concepts and theories as central culture embodied in Korean art education as local culture are: (i) ideas of art as self‐expression developed in Europe and the USA between the 1920s and 1950s; (ii) the concept of art in daily living in the USA in the 1930s; (iii) design elements and principles by Arthur Wesley Dow in the USA in the 1920s; (iv) Bauhaus design theory in Europe in the 1920s; and (v) the appreciation of nature beauty by John Ruskin in the late nineteenth century in England. These educational ideas have been influential on policy‐making in Korean art education, and therefore new concepts are integrated with these elements for curriculum changes. In this way, the characteristic of the colonised Korean art curriculum is so hybrid that it is difficult to understand the concepts and the practical implications of the various policies for art teaching. Consequently, it has not served the issues of cultural diversity and pluralism that are so problematic in twenty‐first century Korean society. 相似文献
15.
Elizabeth Criddle Lesley Vidovich Marnie O'Neill 《International Journal of Research & Method in Education》2013,36(1):27-41
Citizenship education has become the focus of renewed interest internationally as governments are struggling with issues of national identity in an era of globalisation where there is much ‘talk’ of threats to the legitimacy of nation states. Within this context, the Australian Commonwealth Government took another step in an accelerating trend of becoming involved in curriculum policy with the introduction of its citizenship education curriculum package, Discovering Democracy, in the late 1990s. Legally, education in Australia is a State government responsibility. However, over the last half century, the Commonwealth Government has increasingly set education agendas, justified in terms of'the national interest’ and has achieved them using financial levers which result from the vertical fiscal imbalance between the Commonwealth and the States. This article examines citizenship curriculum policy processes and practices associated with the enactment of the Commonwealth's Discovering Democracy curriculum package in the State of Western Australia (WA). The study employed a framework of a policy trajectory extending from the Commonwealth Government (macro level) through State (WA) policy enactment (meso level) to individual classrooms (micro level). Documents and interviews with key players, including the Commonwealth Minister for Education, were the main data sources. Analysis of the policy process revealed the emergence of power struggles as a result of the provision of a national curriculum on citizenship education by the Commonwealth Government, and these struggles occurred at national, State and local levels. These power struggles resulted in extensive transformation of Commonwealth and State level policy intent as the policy enactment proceeded at the classroom level. The study demonstrates the need for better alignment of conceptualisations and discourses in the processes of curriculum development if a greater congruence is to be achieved between expectations and realities in curriculum renewal. Meta‐level issues to emerge from the data, in particular the nature of policy consultative processes and the construction of teacher professional identity, have broader implications for education policy processes in other domains and in other countries. 相似文献
16.
Laura C. Engel 《欧洲教育》2013,45(2):100-116
This article presents findings from a recent study of the education policy uses and impact of international large-scale assessments, namely the Programme for International Student Assessment (PISA). The paper focuses on two overlapping dimensions of PISA’s education policy use in the context of Spain. These include political dimensions, such as the use of PISA to initiate and justify the 2012?2013 educational reforms; and technical dimensions, namely the use of PISA in the development of national-level indicators used to benchmark progress and guide education and curriculum reform. The study points to the growing dominance of PISA as a powerful policy tool. Findings from the paper add to the body of literature on the different ways in which international assessments are used to guide education policy within national spaces and the role of the OECD as an agent of transnational policy steering. 相似文献
17.
《师资教育杂志》2012,38(3):215-219
This article explores discourses of research in the ‘academisation’ of Swedish teacher education. It takes as its theoretical framework Foucauldian concepts of power and knowledge to analyse the moves to incorporate teacher education in the university. The study draws on a case study of teacher education in Sweden which used documentary and interview analyses to explore institutional history, and structures and shifts in teacher education and research from the 1950s onwards. The study shows how struggles over power and knowledge were constitutive of the development of a research‐oriented teacher education that emerged in a multilayered process involving a variety of actors at different levels. It also shows the tensions in the emergence and construction of a new research discipline. The article should be understood in the context of current international discourses where there is a need for a research base for teacher education. 相似文献
18.
Ninni Wahlström 《课程研究杂志》2018,50(5):587-594
ABSTRACTThe articles in this special issue include different perspectives on comparative policy studies with an aim to understand transnational education policies in relation to the logic of national educational systems and to grasp the ongoing reframing of teacher identity and teaching as a result of the policy activities of ‘new’ and coordinated international actors. This special issue aims to contribute to a continued qualified investigation in curriculum issues at the various levels within the public education system, as well as in the international policy movements, affecting public education differently in different nations. A ‘comparative curriculum research’ inspired by theories and methods from comparative education might be helpful in this endeavour. 相似文献
19.
Katherine Nicoll 《高等教育研究与发展》1998,17(3):291-304
This article examines the contemporary move within the Australian university context towards flexible learning. Drawing on the notions of policy as text and discourse, it is suggested that policies seek to provide authoritative meanings for practices they promote — to fix the facts about which they speak. The article explores the emergence of discourses of flexible learning as effects of policy texts and changes within the social formation. These discourses resonate with those already operating within the social formation, and in this may have effects other than those immediately apparent. An initial analysis of Australian higher education policy texts indicates a contemporary diversification of the use of the metaphor of flexibility as a discursive strategy through which mechanisms of governance can be intensified. 相似文献
20.
《比较教育学》2012,48(4):505-523
This article explores the neo-institutional theory of global policy convergence, or ‘isomorphism’, by comparatively examining one of its most recent manifestations – the global diffusion of national standardised testing – in Australia and Japan. By understanding the particular configurations of national testing as being conditioned by both nations' institutional frameworks and historical legacies of education policy development, this study illuminates how the conditioning effects of these frameworks and legacies resulted in the divergent ways in which a policy model circulating at the transnational level became translated into assessment policies that are ‘simultaneously similar and different’. These findings are related to the concept of ‘path dependency’, emphasised in particular by political science and historical institutionalism. The theoretical conclusions drawn on this basis indicate a promising direction of comparative education research, one that recognises global convergence and national divergence as processes that simultaneously shape the globalisation of education policy. In so doing, they summarise the implications of the study for the ongoing debate on the neo-institutionalist theory in comparative education. 相似文献