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1.
This paper identifies a number of strategies employed by policy actors in the production of Australian higher education entry policy during the period 1987 to 1996, with a particular focus on the production of Queensland higher education entry policy text in 1990 (Viviani, 1990, The Review of Tertiary Entrance in Queensland, 1990 , Department of Education, Queensland). The paper begins from the premise that while policy is often intended to be read as if spoken with a single voice, suggesting rational debate and (then) consensus among policy producers, it is more cogently understood as the product of struggle and conflict. Informed by 27 semi-structured interviews with politicians, political advisers, bureaucrats, academics, institutional administrators and independent authorities, the paper addresses the temporary settling of these actors' struggles and conflicts in contexts of policy making through strategies of negotiation. Rather than providing a sequential account of higher education policy that weaves its way through these negotiations, as grand narrative, the paper is more sporadic in its representations of strategies, identifying them in 'local' and specific knowledges and practices. Drawing on Foucault, what emerges is both an archaeology and genealogy of policy production (Gale, 2001, Journal of Education Policy , 16(5), pp. 379-393). 相似文献
2.
Kathleen Aikens Marcia McKenzie Philip Vaughter 《Environmental Education Research》2016,22(3):333-359
This paper reports on a systematic literature review of policy research in the area of environmental and sustainability education. We analyzed 215 research articles, spanning four decades and representing 71 countries, and which engaged a range of methodologies. Our analysis combines quantification of geographic and methodological trends with qualitative analysis of content-based themes. Significant findings included temporal spikes in published policy research occurring in the mid-1970s, late 1990s, and after 2005, as well as geographic under-representation of Africa, South and Central America, Eastern Europe, and North and West Asia. The majority of articles reviewed were non-empirical; empirical articles overwhelmingly focused on teaching and learning directives, rather than exploring the complexity of policy development or enactment. We conclude our analysis by describing key research gaps as highlighted by the review and propose directions for moving forward policy research in environmental and sustainability education. In particular, we suggest greater research attention to critical policy theory and methodology, issues of intersectionality, and climate change education policy research. By outlining in greater detail the policy research that has been undertaken to date, the review provides a platform for a broadened diversity of policy studies in environmental and sustainability education. 相似文献
3.
Clarifying and reframing the neoliberal critique of educational policy using policy process theories
Nevbahar Ertas Andrew N. McKnight 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):234-247
ABSTRACTThis 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
4.
Bourdieu did not write anything explicitly about education policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding education policy in the context of globalisation and the economising of it. In applying Bourdieu’s theory and methodology to research in education policy, we focus on developing his work to understand what we call ‘cross‐field effects’ and for exploring the emergence of a ‘global education policy field’. These concepts are derived from some of our recent research concerning globalisation and mediatisation of education policy. The paper considers three separate issues. The first deals with Bourdieu’s primary ‘thinking tools’, namely practice, habitus, capitals and fields and their application to policy studies. The second and third sections consider two additions to Bourdieu’s thinking tools, as a way to reconceptualise the functioning of policy if considered as a social field. More specifically, the second section develops an argument around cross‐field effects, as a way to group together, research and describe policy effects. The third section develops an argument about an emergent global education policy field, and considers ways that such a field affects national education policy fields. 相似文献
5.
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
6.
《Critical Studies in Education》2013,54(2):173-185
This paper argues that the content, analytical approaches and institutional affiliations of authors of articles published in the latest issues of two leading educational policy studies journals provide useful insights into the contested nature of educational policy studies. The paper draws upon a selection of articles published in 2007/08 issues of two flag-ship policy journals, the UK-based Journal of Education Policy, and the US-based Educational Evaluation and Policy Analysis. At the same time, the article is also suggestive of how Pierre Bourdieu's analytical resources of field, habitus and capital might be used to understand the academic journal publication practices which contribute to this contestation. The paper suggests that these journals and the articles within them may be construed as valued capitals and ‘traces’ of a broader conflict over what is considered valid research within the field of educational policy studies. 相似文献
7.
Kalervo N. Gulson Steven Lewis Bob Lingard Christopher Lubienski Keita Takayama P. Taylor Webb 《Critical Studies in Education》2017,58(2):224-241
ABSTRACTThe 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
8.
Knowing and doing vocational education and training reform: Evidence,learning and the policy process
Much of VET policy internationally draws on a toolkit that has been seriously questioned for its logic, international relevance and effectiveness by considerable amounts of academic research. Reflecting primarily on our experiences of leading a complex, multi-country policy study, we develop an account that seeks to explore ways in which the apparent incommensurability between academic and policy knowledge can be addressed. This leads on to a broader discussion of key issues of contestation in the debates about knowledge for policy as they relate to international education and development more generally. We consider three key turns in the discourse of international education policy and research: to “governing by numbers”, “what works” and policy learning, and ask what happens when these discursive trends travel to Southern and VET contexts. We suggest that this analysis implies that policymakers need both to be more modest and reflexive in their expectations of what knowledge can be mobilised for policy purposes and more serious in their commitment to supporting the generation of the types of knowledge that they claim to value. For international and comparative educators, we stress the importance of being clearer in seeking to shape research agendas; more rigorous in our approaches to research; and better in our external communication of our findings. Given the particular focus of this special issue on VET, we end by reiterating the particular challenge of reawakening research on VET-for-development from twenty years of slumber. 相似文献
9.
Marcia McKenzie 《Critical Studies in Education》2017,58(2):187-204
ABSTRACTThis article contributes to a growing literature on policy mobilities by proposing that affect be considered in analyses of the movements and transformations of policy over time and space. In particular, collective affective conditions, the role of affect in terms of infrastructures and actors of policy apparatuses and the mediating influences of affective bodily encounters are discussed in relation to why and how policies move. The article suggests that policy mobilities research could be strengthened by further examining how affect is inherent in familiar considerations of policy actors and networks, and tools and infrastructures such as policy documents, meetings, and data, and their contributions to policy flows. In addition, encompassing affective atmospheres and structures of feeling, as well as affect in the specific relationships between people and with place, are indicated as important for the study of policy mobility and immobility, including in shaping policy uptake and resistance. Examples from educational research are used to elaborate these considerations of affect for policy mobilities and to suggest possible topical and methodological implications for critical policy research. 相似文献
10.
AbstractIn this paper, we consider the intensifying pressures on critical research and academic integrity in a research policy context that has come to be increasingly dominated by an instrumentalist mind-set. Using sensitising resources drawn from Geoff Whitty’s critique of the ‘what works’ agenda, we reflect on the current conditions of academic labour and some of the key issues and dilemmas they pose for critical researchers in the sociology of education and beyond. In particular, we underline the trend for ‘what works’ agendas to become constitutive of academic identities and practices, including at micro-levels, such that the option of ‘standing outside’ them is shifting from being merely personally taxing to being institutionally disallowed. In addition to highlighting the dilemmas this creates for critical researchers and the threat this poses to expansive and democratic approaches to education, the paper emphasises the centrality of relationship-forming in understanding and underpinning academic integrity. 相似文献
11.
This paper aims to discuss the emergence, form and likely effects of international surveys of adults’ skills by locating them in the global context of policies on education and Life Long Learning (LLL). It focuses on adults’ numeracy and discusses its conceptualisation and assessment in the Project for the International Assessment of Adult Competencies (PIAAC), which is the most recent survey. Drawing on critical theoretical resources about new forms of governance in education and transformations in the pedagogic discourse, the paper further substantiates existing critiques of global policy trends, namely that they are motivated by human capital approaches to education and LLL. In particular, we show that the apparently commonsensical appeal of evaluative instruments like PISA and PIAAC is based on a competency model of knowledge, which embodies a narrow notion of competence. Relatedly, the notional curricula promoted by such surveys potentially articulate a more radical idea of LLL, captured by Bernstein’s conception of trainability as the mode of socialisation into a Totally Pedagogised Society. The paper presents a dual approach to understanding international adult performance surveys in general—in that, besides deploying the theoretical resources already indicated, it also raises a number of methodological issues relevant to the valid interpretation of these studies’ results. Ultimately, it argues for the importance of mobilising resources from critical educational perspectives to support the development of potentially powerful knowledge like numeracy and to prevent its being reduced to a narrow competency. 相似文献
12.
Flavia S. Ramos 《International journal of qualitative studies in education》2013,26(2):191-224
This paper explores methodological issues of recording, revisiting and portraying women’s life experiences and their connections to the past, to their families and to their communities. It examines the personal histories and collective memories of a group of low‐income Hispanic women, through the application of an innovative research tool that uses pictures and storytelling as projective techniques. The FotoDialogo Method uses a set of original drawings to initiate dialogical interviews, to inspire research participants to tell their stories, and to critically analyze the situations presented in these stories. The research study took place at a community‐based organization providing non‐formal education programs to the Spanish‐speaking population in a US inner‐city setting. The FotoDialogo Method has the potential to be an effective tool to help underprivileged women break the silence concerning their experiences of oppression and to engage them in a process of self‐discovery and transformation that empowers them to become change agents within their families and communities. 相似文献
13.
Nicole Mockler 《教育政策杂志》2018,33(2):262-278
Amid the growing ‘teacher quality’ discourse, early career teachers have increasingly been positioned as problematic in Australian education policy discourses over the past decade. This paper uses a critical policy historiography approach to compare representations of early career teachers in two key education policy documents, from the late 1990s and mid-2010s. Starting with the Government response to A Class Act: Inquiry into the Status of the Teaching Profession (1998) and moving to the Government response to Action Now: Classroom Ready Teachers (2015), it explores changing representations in the context of broader shifts in education policy related to teachers’ work over this timeframe. It argues that the early career teacher ‘problem’ is articulated in very different ways in these two timeframes, explores the antecedents of key tenets of the current policy settlement, and, using the theory of practice architectures, considers the implications of these for the preconditions that shape and frame teachers’ work in contemporary times. 相似文献
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15.
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
16.
This paper reprises the argument for the emergence of a global education policy field and then focuses on the shared habitus of global and national policy actors and technicians. It is argued that this shared habitus is constituted as a reflection of and a contribution to the creation of the global education policy field. Bourdieu’s approach to habitus as both methodological tool and concept is used and the significance of the interview encounter to understanding habitus is argued. The authors also draw on the content of interviews with five elite policy-makers and technicians. It was found that the policy actors and technicians shared a similar middle-class embodied habitus; in terms of schemes of perception, they identified with a high-modernist confidence in both science and technology; they identified with a cosmopolitan outlook and sensibility; and demonstrated scientistic approaches that held real confidence in understanding the social through quantitative social science methods. 相似文献
17.
Miriam E. David 《British Journal of Sociology of Education》2002,23(2):249-269
This paper uses the methods of personal reflection and auto/biography to consider the ways in which global social and political transformations have influenced a key generation of feminist sociologists entering the academy and attempting to introduce feminist knowledge and pedagogy into academic curricula. Three critical events on or around 22 November are used to highlight key political moments, the associated development of changing themes in forms of analysis of social transformations, and the part played by feminism and sociology within higher education. They are the assassination of President John Fitzgerald Kennedy in 1963, the Israeli-Arab war in 1973 and the resignation of Margaret Thatcher in 1990. The argument is that there has been a clear relation between changing social and political contexts and methodological understandings, which have drawn on developing feminist perspectives and reflexive sociological analysis, especially as embraced within the sociology of education. In particular, the shift from a political and professional perspective on social change and family life towards one that engages with personal issues is noteworthy. It is one of the hallmarks of both feminist notions associated with reflexivity and developing sociological methodologies and policy sociology. Thus, the personal and the political are now central methodological forms of feminist and sociological analysis within education and, especially, the sociology of education, influencing pedagogy within higher education, especially associated with developments in professional postgraduate education. I weave my personal reflections on my professional developments through an analysis of the key moments related to specific policy regimes and changing forms of understandings within the fields of policy sociology and sociology of education. I conclude with current concerns about the balances between the personal and professional within educational research and policy sociology. 相似文献
18.
19.
Neil Selwyn 《教育政策杂志》2013,28(3):339-352
While it is generally acknowledged that being ‘historically informed’ lies at the heart of critical accounts of education policy-making, the use of historically focused retrospective research methods within the field is rare. This paper makes the case for retrospective research at a time when some of the most significant episodes of post-war educational policy-making are fast passing into the realms of not-so-recent history. In particular, it is argued that current policy scholars now have an opportunity to revisit the issues and concerns regarding the formation of the ‘New Right’ education policy reforms 30?years ago. Drawing on the experiences of a recently completed study of educational policy-making during the 1979–1983 Thatcher administration, it is argued that retrospective methods offer a surprisingly rich opportunity to collect primary data from the policy elites of the 1980s. It is concluded that the time is right for the production of a useful addendum to the founding studies of educational policy sociology that were conducted at the time. 相似文献
20.
Yijun Yang 《British Educational Research Journal》2023,49(4):693-710
This study presents some of the current methodological issues regarding the analysis and comprehension of educational policy transfer, with particular emphasis on the issue of structure and agency. It suggests some shortcomings of current educational policy transfer research in dealing with the complex interaction between structure and agency. To fill those voids, drawing from Archer's morphogenetic approach in educational policy transfer, an alternative framework of educational policy transfer is presented. A case from the author's current research on China's interest in Japanese vocational education during the late Qing Dynasty is given to explain the usage of this new interpretive framework. It is hoped that this new conceptual framework will aid in analysing educational policy transfer and open up a new methodological and theoretical space for future educational policy transfer research. 相似文献