Suchergebnisse

Cover -- Contents -- Acknowledgments -- Introduction -- FROM THE CULTURE OF POVERTY TO THE CULTURE OF POLICY -- WHY COMPENSATORY EDUCATION POLICY? -- THAT WHICH FOLLOWS -- 1: Policy as Cultural Construct -- THE POLICY DOZENS -- THE RATIONALE FOR CULTURAL ANALYSIS OF POLICY -- THE CULTURE OF POLICY FRAMEWORK -- CULTURAL CONSEQUENCES ON POLICY IMPLEMENTATION -- EQUITY POLICIES AND CENTRAL CONFLICTS WITHIN THE CULTURE OF POLICY -- 2: Title I of the Elementary and Secondary Education Act (ESEA) in the War on the Culture of Poverty -- THE HISTORICAL MOMENT -- CATEGORIES OF THOUGHT IN SCHOLARLY DISCOURSE -- LEGISLATING WAYS OF SEEING -- DISSEMINATING WAYS OF SEEING -- 3: Congressional Framing of Children in ESEA Title I Debates, 1965--1994 -- THE 1960S: SAVING THE POOR THROUGH EDUCATION -- THE 1970S: REFINING POLICIES AND PROGRAMS -- 1980S: CUTTING AND CONSOLIDATING -- THE 1990S: GOING SCHOOLWIDE -- IN SEARCH OF A DISCOURSE OF TALENTS -- CONCLUSION -- 4: The School -- THE LANGUAGE AND RITUALS OF POLICY CULTURE -- POLICY CHANGES AND THE RITUALS OF PRACTICE -- CONCLUSION -- 5: "Line Up for Integration!" -- BILINGUAL EDUCATION AND DESEGREGATION POLICIES IN THE STUDIED SCHOOLS -- REMEDY RITUALS: ORGANIZING THE SCHOOL DAY FOR "INTEGRATION -- THE MEANING OF "INTEGRATION" IN THE LANGUAGE OF PRACTITIONERS -- RACE-BASED MESSAGES IN THE CULTURE OF POLICY -- CONCLUSION -- 6: Possibility and Potential in the Culture of Education Policy -- THE CULTURE OF POLICY AND THE NO CHILD LEFT BEHIND ACT -- RESISTING THE CULTURE OF POLICY -- Appendix: Methodology -- CONTENT ANALYSIS OF CONGRESSIONAL DISCOURSE -- MULTISITE QUALITATIVE POLICY ANALYSIS OF SCHOOL-BASED PRACTICES -- Notes -- Chapter 1 -- Chapter 2 -- Chapter 3 -- Chapter 4 -- Chapter 5 -- Chapter 6 -- Appendix -- References -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P

This week we're looking at education policy. Should there be faith schools? Should there be private schools? And how should we decide such issues?

Education is no longer the responsibility of education policy as public policy. Instead the provision of and access to school places has been relocated away from the desk of publicly elected representatives and appointed accredited professionals, to a range of private sites controlled
by oligarchic club interests engaged in market exchanges: first, little monarchies, such as the Harris family; second, little representatives, such as the Confederation of School Trusts (CST); and third, little contractors, such as grammar schools. We use these three examples to examine the
restoration of private provision, access and control as an example of depoliticisation. This trend is evident in a shift in decision-making about the purposes of education, away from public policy funded by the public, in the name of the public and accountable to the public, and towards providers
and consumers, and towards nowhere in particular. Debates about and for educational issues are on no-one's agenda. We argue that these trends validate the analytical judgment that education is no longer a matter for public policy but instead has been relocated to corporate market exchanges
within and beyond the nation state.

In this article, we regard inclusive education as a policy phenomenon that contains a range of ideas about the purpose of education, the content of education and the organization of education. As a political ideal expressed in policy, inclusive education competes with other political ideals regarding education, for instance economic discourses that prioritize effectivity and attainment as educational goals. Thus, inclusive education has to be realized in contexts where available options for action are restricted by several and often contradictory educational policies on different levels of the education system. We argue that while research and debate about inclusive education are important, both are insufficient without analyses of the context of national educational policy. Any interpretation of inclusive education is necessarily situated in a general education policy, and measures of what 'inclusive schools' are dependent upon for instance, political interpretation(s) of inclusive education, resource allocation and political discourse on both local and national educational level. Here, we will provide support for this argument through presentation of both research on inclusive education, an alignment of prior analyses of Swedish national education policies and our own analyses of government statements.

Intro -- Title Page -- Table of Contents -- Notes on Contributors -- Acknowledgements -- List of Acronyms -- Introduction: The Globalization of Education Policy - Key Approaches and Debates -- Antecedents to Today's Global Education Policy -- Globalization and the Take-Off of Global Education Policy After 1975 -- New Approaches to the Study of Education Policy -- Convergence, Divergence, Coercion - Borrowing or Learning? -- Key Actors and Debated Issues in Global Education Policy -- Overview of the Volume -- References -- Part I: Education and a Global Polity -- Part I: Introduction -- Chapter 1: Educational Policies in the Face of Globalization -- The National State, Globalization, and the Expansion of Education -- Ideological Convergence -- Ideological Convergence or Changes in Reproducing State Legitimacy? -- National States, Global Convergence, and the Shape of Educational Change -- References -- Chapter 2: World Society and the Globalization of Educational Policy -- Talk and Action at the National Level -- Global Structure and Discourse -- Impact: Global Educational Policies -- The Global Educational Model -- Conclusion -- References -- Chapter 3: The Global Diffusion of Education Privatization -- Introduction -- The Multiple Faces of Privatization -- Main Approaches to Policy Diffusion -- The Politics and Semiotics of Policy Adoption -- Conclusion: The Politics and Semiotics of Policy Adoption -- References -- Chapter 4: Economic Growth in Developing Countries -- The Measurement of Human Capital in Economic Growth -- Improvement in School Attainment of Developing Countries -- Better Measures of the Human Capital Deficit in Developing Countries -- Varying Human Capital Approaches for Developing Countries -- Issues of Causation -- Some Conclusions -- Acknowledgements -- References -- Chapter 5: Education, Poverty, and the "Missing Link".

"Lacan and Education Policy draws on the rich conceptual resources of Lacanian psychoanalysis. Using Lacan's four discourses Matthew Clarke offers a sophisticated critique of recent education policy and the neoliberal model of political economy within which it sits, including the ways in which education has been diminished and trivialised through the economistic and depoliticising moves of policy. Clarke articulates possibilities for thinking differently about education and education policy beyond the reductive narratives of neoliberalism. He argues that psychoanalytic theory is valuable, not so much for allowing us to see what education 'really is', but for offering insights into what prevents education from 'being', enabling us to shift our focus instead into the possibilities education offers as a space of 'becoming'. The book suggests possibilities for conceptualising and creating 'the other side' of education."--Bloomsbury Publishing

Transformation of Education Policy deals with internalization processes in education policy and their impact on national policy making. It investigates national responses to the PISA study for secondary education and the Bologna study for tertiary education.