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1.
ABSTRACT

A review of current self-study research related to teacher education policy in the United States indicates that at local, university, and state levels teacher educators are affected emotionally and professionally by policy and, in most cases, feel that policy is something done to teacher educators as opposed to something to which they can contribute and make a difference. In this article, we use our review as a base from which to consider how both special educators and general educators might use self-study to know one another better, to work collaboratively to affect policy, and to understand how policy affects them. We argue that teacher educators must work together across content areas in order to interrogate the implementation and impact of policy and to influence the development and implementation of policy.  相似文献   

2.
Abstract

Since devolution in the late 1990s, education policy in England has diverged further from that in Scotland and also from policy in Wales and Northern Ireland. In this paper we review the roots and trajectory of the English education reforms over the past two decades. Our focus is the schools sector, though we also touch on adjoining reforms to early years and further and higher education. In so doing, we engage with various themes, including marketisation, institutional autonomy and accountability. Changes in governance arrangements for schools have been a defining feature of education reforms since devolution. This has been set against an evolution in national performance indicators that has put government priorities into ever sharper relief. In theorising the changes, we pay particular attention to the suggestion that the English education system now epitomises the concept of ‘network governance’, which has also been applied to education in a global context. We question the extent to which policies have in practice moved beyond the well-established mechanisms of ‘steering at a distance’ and undermined the very notion of an education system in England. We conclude by considering possible futures for education policy and how they may position England in relation to other parts of the UK and the wider world.  相似文献   

3.
ABSTRACT

How teacher educators respond as policy actors from inside spaces where multiple policies and discourses collide provides insights into the ways in which policy plays out in educational contexts. By engaging and working within the uncertain space of our own contextual ‘policy storm’ we provide a narrative of enactment highlighting the roles and actions of policy actors simultaneously constrained and inspired by policy. We use the policy actor framework [Ball, S.J., Maguire, M., Braun, A., & Hoskins, K. (2011a). Policy actors: Doing policy work in schools, Discourse: Studies in the Cultural Politics of Education, 32(4), 625-639] to unpack policy meaning-making within university and faculty climates, teacher education, and curriculum reform in Health and Physical Education (HPE) in Australia. This paper has three tasks. Firstly, we set-up the conditions of uncertainty and possibility as a ‘policy storm’ and place where four disparate policies converged. Secondly, we provide an empirical and theoretical account of policy interpretation and enactment from the actors perspective. Finally, we test the policy actor framework to determine if it adequately describes our insider policy work. In moving beyond reductionist policy narratives we provide policy possibilities that illustrate enactment, are innovative, and explore the productive potential inside policy reform.  相似文献   

4.
ABSTRACT

Almost 20 years ago the Australian government released Gender Equity: A Framework for Australian Schools (1997). It was adopted by all states but almost immediately disappeared from sight after a conservative change of government. This was followed by the dismantling of gender equity units in each state, and a turn to boys’ education that eclipsed the more complex strategies and theoretical underpinnings of the Framework. This paper takes up the Gender Equity Framework (1997) as a case of policy emergence, mutation and dissipation. In particular, it attends to feminist temporality, and its affective force, to begin to trouble conventional accounts of these policy shifts. Close readings of sections of the policy document and of interviews with policy actors working at that time are analysed through the notion of kairos – timeliness, or political actions that open opportunities, breaks and ruptures – in order to provide new insights into the policy moment of gender equity in Australian schooling.  相似文献   

5.
Abstract

The theme of the Outline of the National Mid- to Long-Term Plan for Education Reform and Development (2010–2020) is building a nation rich in human resources, its primary thread is promoting the scientific development of education, and its soul is reform and innovation. The important concepts and policy innovations of the National Education Plan are expressed through a commitment to priority development for education, people-oriented education, promotion of fairness in education, and improvement of the quality of education to build a lifelong learning system and establish a modern school system, with teacher-based education plans, modernization driven by informatization, pooling of forces both within and outside of education circles, scientific and democratic decision making, and other features.  相似文献   

6.
ABSTRACT

The argument of this paper is that new methodologies associated with the emerging field of ‘policy mobilities’ can be applied, and are in fact required, to examine and research the networked and relational, or ‘topological’, nature of globalised education policy, which cuts across the new spaces of policymaking and new modes of global educational governance. In this paper, we examine the methodological issues pertaining to the study of the movement of policy. Informed by contemporary methodological thinking around social network analysis and the ethnographic notion of ‘following the policy’, we discuss the limitations of these approaches to adequately address presence in policy network analysis, and the problem of representing speed and intensity of policy mobility, even while these attempt to solve the problem of relationality and territoriality. We conclude that the methodologies of policy mobility are inexorably intertwined with the (constantly) changing phenomena under examination, and hence require what Lury and Wakeford describe as ‘inventive methods’.  相似文献   

7.
《Africa Education Review》2013,10(2):234-244
Abstract

In this article, the authors have chosen to inquire into a topic that has specific relevance to the status and inclusion of environmental education in the curriculum at a stage when the translation of policy into practice stands at the crossroads: the transition of environment as phase organiser to environment as integral to all learning areas. In education praxis, the translation of policy into practice is in the hands of educators and teachers (using the terminology as suggested in this article). The issues and challenges regarding the implementation of environmental education policy as experienced by educators and teachers are identified through examining this phenomenon as portrayed in two case studies where in-service education and training (INSET) in relation to environmental education occurs. This study is one of the first to provide a researched background that identifies issues and challenges that impact on the implementation of environmental policy in formal education contexts.  相似文献   

8.
ABSTRACT

This paper examines the tensions between education policy’s attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoanalytic notion of fantasy, explained through Stanley Kubrick’s final film, Eyes wide shut. My argument is that while the individual and society are both constituted through unavoidable division, antagonism and opacity, these notions are obscured through the operations of fantasy which holds out the promise of wholeness, harmony and redemption. In particular, education serves as a key site in which these fantasmatic ideals are promoted and pursued, a claim I substantiate via an analysis of the UK government’s 2016 White Paper, Educational Excellence Everywhere. Specifically, I read the White Paper in terms of five fantasies of: control; knowledge and reason; inclusion; productivity; and victimhood. My argument is that while fantasy is an inescapable element that inevitably structures what we take to be ‘reality’, education policy might strive to inhabit fantasy differently, thereby finding ways of escaping its current mode of seeing education with eyes wide shut.  相似文献   

9.
Abstract

In this paper we provide a framework for conceptualising transitions from Vocational Education and Training (VET) programmes to Higher Education (HE), by bringing together Bourdieu’s and Bernstein’s theoretical approaches with the view to attend to the often side-lined epistemic and pedagogical parameters. We utilise the Bourdieusian tools of field, habitus and capital to capture the relational, material and cultural aspects of HE transitions. In using a Bernsteinian lens we shed further light into how social agents acquire differentially structured and valorised knowledges and develop a sense of themselves as hierarchically positioned knowers. The metaphor of transitional frictions is utilised to capture the ongoing struggles that students with a VET background experience as they make the transition to HE. We argue for the need of widening epistemic access and putting in place enabling pedagogies that can ease these transitional frictions, thereby potentially increasing the chances of successful HE participation and completion.  相似文献   

10.
Abstract

Background: International achievement studies such as the Programme for International Student Assessment (PISA) have an increasing influence on education policy worldwide. The use of such data can provide a basis for evidence-based policy-making to initiate educational reform. Finland, a high performer in PISA, is often cited as an example of both efficient and equitable education. Finland’s teachers and teacher education have not only garnered much attention for their role in the country’s PISA successes, but have also influenced education policy change in England.

Main argument: This article argues that the Finnish model of teacher education has been borrowed uncritically by UK policy-makers. Finnish and English philosophies of teacher preparation differ greatly, and the borrowing of the Finnish teacher education model does not fit within the teacher training viewpoint of England. The borrowed policies, thus, were decontextualised from the wider values and underpinnings of Finnish education. This piecemeal, ‘pick “n” mix’ approach to education policy reform ignores the fact that educational policies and ‘practices exist in ecological relationships with one another and in whole ecosystems of interrelated practices’. Thus, these borrowed teacher preparation policies will not necessarily lead to the outcomes outlined by policy-makers in the reforms.

Sources of evidence: Two teacher preparation reforms in England, the University Training Schools (outlined in the UK Government’s 2010 Schools White Paper, The Importance of Teaching) and the Master’s in Teaching and Learning (MTL), are used to illustrate the problematic nature of uncritical policy borrowing. This article juxtaposes these policies with the Finnish model of teacher education, a research-based programme where all candidates are required to complete a Master’s degree. The contradictions exposed from this analysis further highlight the divergent practices of teacher preparation in England and Finland, or the disparate ‘ecosystems’. Evidence of educational policy borrowing in other settings is also considered.

Conclusions: Both the MTL and the White Paper reforms overlook the ‘ecosystem’ surrounding Finnish teacher education. The school-based MTL contrasts with the research-based Finnish teachers’ MA. Similarly, the University Training Schools scheme, based on Finnish university-affiliated, teaching practice schools, contrasts heavily with the rest of the White Paper reforms, which contradict the philosophies and ethos behind Finnish teacher education by proposing the move of English teacher preparation away from the universities. The analysis highlights the uncritical eye through which politicians may view international survey results, looking for ‘quick fix’ options instead of utilising academic evidence for investigation on education and education reform.  相似文献   

11.
Abstract

This paper provides a critical policy analysis of The Learning Curve (TLC) (2012), an initiative developed by the multinational edu-business, Pearson, in conjunction with the Economist Intelligence Unit. TLC exemplifies the commercialising of comparison and the efforts of edu-businesses to strategically position themselves in education policy processes globally. In analysing TLC, our account seeks to proffer a critical analysis of this emerging policy genre, and the way it functions as part of the new ‘soft capitalism’. We analyse TLC in relation to Pearson’s new business strategy, which emphasises corporate social responsibility and accountability to consumers for the efficacy of its products and services. We argue that Pearson is now generating and appropriating various data to legitimise its products and services according to a ‘neo-social’ mode of accountability. Network ethnography is employed to document the global networks of both people and data associated with TLC and we reflect on the emergence of Pearson as a potential education policy actor.  相似文献   

12.
Peter Colenso 《Compare》2005,35(4):411-428
There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework.  相似文献   

13.
ABSTRACT

While research investigating the mediatisation of education policy has primarily been undertaken in school contexts, this paper reports on a study conducted in the context of early childhood education. The paper examines how a major policy in early childhood education in Australia – the National Quality Framework – has been mediatised in selected newspapers. Drawing on Foucauldian, critical discourse analysis and mediatisation theorising, we utilised the corpus linguistic tools of WordSmith Tools 6.0 to inform content analyses of 121 articles from two major media corporations, News Corp and Fairfax. Our findings highlight the utility of treating our data as two distinct corpora, with each corporation found to have utilised discursive technologies to proffer competing positionings of the Framework. The contested nature of the Framework – generally purported in Fairfax to be a tool that supports quality early education, as opposed to News Corp’s framing of the policy as one that inhibits affordable childcare – poses implications for which advocacy groups are regarded by the media as having authority and thus likely to influence policy through the reporting of their voices. Implications for newspaper media as a discursive influence on parents’ childcare decision-making are also considered.  相似文献   

14.
ABSTRACT

This article presents a critical policy historiography of how Early School Leaving has been understood as a social problem and what policy responses have been enacted to tackle it in the Italian context, devoting a specific attention to the analysis of the translation of EU policy ideas, tools and recipes to reduce ESL. It shows how the formulation of a global and integrated national strategy to tackle ESL in Italy in 2018 can be interpreted as the result of a troubled process of re-culturing. Such a reculturing is the effect of the complex interplay between the legacies of the Italian welfare regime in education and the co-option of the ESL issue within a EU political frame that struggles to combine economic rationalism and social justice. Such a struggle is interpreted as contributing to a profound rethinking of education and its mission.  相似文献   

15.
Abstract

Taking England as our case study, this paper reviews secondary school environmental education from a policy perspective. By drawing on Stevenson’s typologies for environmental improvement and Lucas’ categorisation of environmental education, we analyse national policy documents, local authority and Multi-Academy Trust policies; and individual school planning documents. Our findings suggest in these areas a general absence of environment education policy, and where identified a rhetoric towards conservative reform framed as technology solutions, where learning is about the environment, rather than for the environment. We explain how the (lack of) environmental education rhetoric is a result of global economic changes and national austerity policies, and offer insights and signposting for policy makers.  相似文献   

16.
ABSTRACT

This paper explores the vocabulary and frameworks offered by two theories of public policy process: the advocacy coalition framework (ACF) and the narrative policy framework (NPF) and what they offer to the study of global education reform. The foci of ACF are policy subsystems, formation of advocacy coalitions around policy issues, and their impact on policy change; the emphasis of NPF is the divergent narratives developed and used by these coalitions. This paper reviews each theoretical framework, summarizes existing research literature on their education policy applications, and then poses alternative questions and suggest alternatives to study global education policies, especially those presently critiqued using the term neoliberal which we position as nebulous in its current usage. The aim is to open channels of communication for scholars from different disciplines by introducing different theoretical approaches to analyse the role of the numerous elements that shape global education policy.  相似文献   

17.
Abstract

In its drive for higher efficiency and effectiveness in higher education, the Australian Commonwealth Government released its policy on higher education, Higher Education: A Policy Statement during the late 1980s which contributed to the introduction of performance indicators to manage and assess the performance of the higher education system. The research component of annual Commonwealth funding to universities, called the Research Quantum, is now distributed by a set of performance indicators: external research income, publications count and higher degree research completions. This paper analysed the impact of these indicators on the research activities of Australian university academics based on Leibenstein's model of X‐efficiency. Although the impact of performance indicators on university academics was found to follow the pressure‐effort relationship, for some respondents, the increase in effort as a result of heightened pressure had involved strategic behaviour. Two conditions that are identified for the minimisation of an institution's X‐inefficiency despite high staff effort are a high ratio of maximising to non‐maximising decisions for both the staff and institution, and for all the institution's essential objectives/activities, and not just those which are measured by the performance indicators. The implications of these findings for the development and application of performance indicators are discussed.  相似文献   

18.
This article analyses moves towards good multilevel governance approaches in Vocational Education and Training (VET) as an effective way to improve VET policy making in transition and developing countries, focusing on the Southern Neighbourhood of the EU (ENPI South). The centralised approaches in public administration and to VET governance still prevail in this region. The new modes of governance applied by the EU in the policy area of education and training are based on the Open Method of Coordination (OMC). They are a source of inspiration to improve VET governance, taking into account the complexity of VET policies and systems. According to current European and international experiences, the most effective, relevant and attractive VET models and systems are demand‐driven. They rely on the effective and accountable participation of both state (national/local public actors) and non‐state VET stakeholders (e.g. employers, sectoral actors, unions) in decision‐making and policy implementation processes. This could also pave the way towards self‐governed and performance‐based VET provider institutions which would give quicker responses to rapidly changing labour market skills, competences and qualification needs. Thus, this means putting in practice more and better inclusion and effective cooperation and coordination of regional and local voices of VET actors and developing stronger social partnerships to engage employers, unions and civil society in shaping and investing in skills development. Furthermore, the role of methodological tools for VET governance is not only to provide an analytical ground to capture data and structure further policy advice. These tools can also be used as ice‐breakers to improve collaboration, inclusiveness, multi‐participation and trust‐building among policy makers as they work together on very sensitive issues such as reviewing country VET governance models, modes and institutional arrangements, and/or planning policy thinking and/or learning for implementing coordination mechanisms for VET policy making. The European Training Foundation (ETF) has implemented a methodology to map, analyse and self‐assess good multilevel governance in VET, inspired by how EU governance soft tools in education and training are being used. This methodology has been applied to the Governance for Employability in the Mediterranean (GEMM) project in the ENPI South region, which is a regional project implemented by the ETF and financed by the European Commission's Directorate General for Neighbourhood and Enlargements Negotiations (NEAR).  相似文献   

19.
Abstract

The relationships between politics and teacher education have become increasingly close over recent decades in many contexts around the world, often causing significant challenges as well as some opportunities. In this article, we draw on a project on the reform of teacher education in Russia and through a comparison with the development of teacher education policy in England – especially over the last forty years – we explore how the evolution of a new politics in both contexts has affected policy on teaching and teacher education. Looking, for example, at ‘post-communism’ and ‘neoliberalism’ and their respective impacts on political systems, a number of contradictions and paradoxes are identified, when comparisons are drawn between the two systems.  相似文献   

20.
Abstract

In this paper we draw on Mettler’s concept of the policyscape and apply it to an examination of policy-making processes and events as they pertain specifically to an analysis of transgender inclusivity and gender diversity in the Ontario context. We employ Ball’s focus on policy as text and policy ensembles alongside Bailey’s employment of policy dispositifs to map key events that characterize important legislative developments that define the Ontario education policy landscape with regards to addressing gender identity and gender expression as a basis for anti-discrimination. We situate particular events such as the GSA (Gay Straight Alliance or Gender and Sexuality Alliance) and sex education controversies within a broader context of trans activism, which we identify as pointing to quite specific contingencies that characterize the Ontario policyscape. Overall, the paper extends a consideration of the specificities of the Ontario case in Canada to a broader reflection on the utility of the policyscape as a crucial concept for making sense of the relevance of more general characteristics of a spatially-focused trans informed policy analysis.  相似文献   

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