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Sotiria Grek 《Discourse: Studies in the Cultural Politics of Education》2009,30(2):195-211
This paper focuses on museum and gallery education for adults in Dundee, Scotland. Dundee has recently experienced a shift from being mainly working class to an educational, cultural and tourist centre. Hence, an interesting field for the examination of the educational policies and practices of the city museums/galleries and the different fashions they receive and act upon wider developments in the museum world has emerged. Questions arising are how the new, open and accessible museum (and gallery) has changed the way education is constructed and offered in the museums in the city? What is the relationship of education with marketing and the new discourse of social inclusion and participation in museums and galleries? For example, one of the most pertinent findings was that, at least in Dundee, activity-based and individual learning has been over-valued, at the expense of a more social and dialogic educational experience that participants seemed to largely prefer and indeed propose as more meaningful to them. Although new ideas and participatory practices have improved attendance and the engagement of the local adult population, other issues, such as the new economic reality for museums and the close relationship of education with marketing are policies that were often treated with resistance, if not opposition, by the research participants. 相似文献
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Governing education through data: Scotland,England and the European education policy space 总被引：1，自引：0，他引：1
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
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Socialisation,learning and the OECD’s Reviews of National Policies for Education: the case of Sweden
Sotiria Grek 《Critical Studies in Education》2017,58(3):295-310
ABSTRACTThis paper suggests that the Organisation for Economic Cooperation and Development (OECD) education policy work of the last 20 years has achieved a paradigmatic shift in the thinking and framing of education; however, this process was not exclusively based and dependent upon the cold rationality of numbers. Crucially, as the article will show, it has also involved processes of socialisation and learning. The paper argues that a constructivist-institutionalist perspective based on the notion of socialisation provides adequate tools to explain the dominance of the OECD in the education policymaking world. The paper makes use of policy learning theory to show how and why it is the coming together of various actors in social terms that sustains and reinforces the numbers game, rather than simply the validity or strength of the numbers themselves. It uses the case of the publication of the OECD Review of Swedish education in 2015 to empirically flesh out the argument. Although the influence of the OECD has been great to a number of countries, Sweden is perhaps one of the few that displays such unanimity of public opinion and the academic and policymaking worlds in regard to the indispensability of the OECD as an education policy expert and actor. 相似文献
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Governing by inspection? European inspectorates and the creation of a European education policy space 总被引：1，自引：0，他引：1
This paper draws on the first, completed phase of a research project on inspection as governing in three European inspection systems. The data presented here draw attention to the rather under-researched associational activities of European inspectorates and their developing practices of policy learning and exchange, and highlight their significance as contributing to an emergent European Education Policy Space (EEPS). The paper is framed by original approaches to inspection that locate it as a set of governing practices, connected to changing governing forms and the growth of networks of relationships and flows of data across Europe. Comparisons are drawn between the relationships with Europe of inspectorates in Scotland, Sweden and England, drawing on Jacobsson's conceptualisation of regulative, inquisitive and meditative governance as a framing device. 相似文献
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In the past ten years, the issue of inclusion has proved one of the biggest challenges facing special needs education planners and policy‐makers in developed countries. Greek educational policy has given emphasis on two points: (a) the development of new organizational structures (i.e. resource rooms, support teachers), and (b) the implementation of administrative regulations that enable mainstreaming special and ordinary education into a unified educational system (inclusion). In doing so, the content of the curriculum and the pedagogical characteristics of the educational environment were ignored. This paper reports the results of a pilot study that aimed to explore the pedagogical aspects of inclusion and integration as implemented in Greek nursery schools. More specifically, the study investigated the way special needs children participate in the learning process and their relationship with the other members of the classroom. The following hypothesis guided the study: the process of school integration of a special needs child is regulated by (a) the degree and the quality of his/her participation in the learning process, and (b) the pupil’s ability to comply with the main rules of the classroom. Data were gathered from two special needs children, their teachers and their parents through observations and interviews. Research findings seemed to reinforce the two criteria of the research hypothesis. As observation revealed, children’s actions diverged from the desired joint activity. According to research in social groups, this diversion influences the meaning classroom members attribute to ‘differences’ and causes a negative effect on children’s membership of the group. At the same time, the study points out crucial dimensions of the above criteria, particularly as regards the attitude of nursery teachers and of the other pupils towards children with special needs, an issue that needs to be further explored. 相似文献
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