Education Governance in Transition: An introduction (original) (raw)
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Education governance and social theory: Interdisciplinary approaches to research
Bloomsbury, 2018
To cite: Wilkins, A. and Olmedo, A. (eds). 2018. Education governance and social theory: Interdisciplinary approaches to research. Bloomsbury: London Available to buy in paperback: https://www.bloomsbury.com/uk/education-governance-and-social-theory-9781350159723/ The study of 'education governance' is a significant area of research in the twenty-first century concerned with the changing organisation of education systems, relations and processes against the background of wider political and economic developments occurring nationally and globally. In Education Governance and Social Theory these important issues are critically examined through a range of innovative theoretical perspectives and methodological approaches to assist in guiding those interested in better understanding and engaging with education governance as an object of critical inquiry and a tool or method of research. With contributions from an international line-up of academics, the book judiciously combines theory and methodologies with case study material taken from diverse geo-political settings to help frame and enrich our understanding of education governance. This is a theoretically and empirically rich resource for those who wish to research education governance and its multifarious operations, conditions and effects, but are not sure how to do so. It will therefore appeal to readers who have a strong interest in the practical application of social theory to making sense of the complex changes underway in education across the globe.
Foreword to Education Governance and Social Theory: Interdisciplinary Approaches to Research
This Foreword to Andew Wilkins' and Antonio Olmedo's edited collection Education Governance and Social Theory discusses the contemporary crises of democratic governance inside and outside of educational institutions. It discusses a number of reasons why theory matters to education governance. It also elaborates on the relationship between political, economic, and cultural crises of democracy and anti-theoretical and positivist trends. The piece launches the author's discussion of a new theory he terms "the alienation of fact" that contributes to comprehending why the contemporary imperative for radical empiricism (data driven everything) can coincide with the current abdication of evidence, argument, and truth for social policy and governance (Evidence against privatization? Expand privatization). The alienation of fact replaces reason with faith, particularly in markets and is related to both the rise of conspiracy and the individualizing of politics through the registers of the body and numbers.
1999
This publication reviews cross-disciplinary literature on education with the aim of informing the reader of the relation between educational governance and social inclusion/exclusion in policy and research. Various conceptual issues raised in the literature are examined first. Then, two problematics are considered to emphasize how the methods, concepts, and "theories" of social science can produce new ways of thinking, organizing action, and producing results. The section on the equity problematic explores questions of representation and access of individuals and groups to educational and social practices. The section on the problematic of knowledge focuses on the systems of reason whereby identities assigned to actors are "fabricated" in order to organize and divide. It is the authors' hopea to make visible the relation between epistemological assumptions and "real world" practices of research, policy, and schooling. Appendices contain a search of the Educational Resource Information Center (ERIC) database for the Education Governance and Social Integration and Exclusion in Europe project, lists from the ERIC alphabetical descriptor display, and short descriptions of findings by ERIC. (Contains 186 references.) (RT) Reproductions supplied by EDRS are the best that can be made from the original document.
Innovative Orthodoxies and Old Bedfellows -Re(drawing) the Geometries of Education Governance
The Global Educational Policy Environment in the Fourth Industrial Revolution , 2016
This chapter presents a very broad synopsis of the intensification of education governance. It opens by narrating the multifaceted nature of governance and in what way it has developed as the axiom for professed policy problems that national educational systems are experiencing. The chapter chronicles the amplification of education governance and it explicates the metamorphosis and myriad typographies that “governance” has taken in responding to perceived endogenous and exogenous policy problems. It explains how managerialism and neo-corporate reforms sought to destabilize the activities of education governance and the results. In making this argument, it suggests that new public management policy prescriptions in education were part of the earliest form of disruptive innovation in education. It advances that educational managerialism, in hollowing out national educational systems, has generated the perfect breeding ground for the rise of newer modus operandi (or modes, styles, and arrangements) that governs and regulates education systems through the use of different techniques and mechanisms. The second half of the chapter discusses five different modus operandi that are inchoate in the post-managerialist era and highlights that in education, we have progressed beyond the movement from government to governance across national education systems and these systems are now employing additional modes of governance (vertical and horizontal) across different scales. The chapter concludes by drawing on the concept of a “Wicked Problem” (an unsolvable or difficult problematic, that is, fluid, paradoxical, and unfinished) to insinuate that education governance is an example of a wicked problem that has been and continues to be shaped by the ideological contours of endogenous and exogenous policy influences.