Review of Research on Education Governance and Social Integration and Exclusion. Uppsala Reports on Education (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.
Scandinavian Journal of Educational Research, 2002
The connections between the new governance in education and new procedures of social exclusion and inclusion in Finland are examined. The main focus is on the emergence of a speci c discursive formation constituted by an intersection of the myths of competition, corporate managerialism, an educational clientele and social democracy with images of rational choice makers and invisible clients (pupils) and individual-centred learning professionals (teachers) in a mass institution. The research material is extensive, including national statistical data, education policy texts, interviews with educational actors at the national, municipal and school levels and a survey of pupils. The conclusion of the paper outlines a new system of reason as a historical shift of responsibilities in the national education system.
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.
2001
is the Australian leg of a large international comparative study examining the relationship between relatively recent restructuring of systems of schooling and the classic sociological question of who gets what from schooling. Conducted in three main stages, EGSIE-Australia included text analyses of selected policy documents, interviews with a national sample of teachers, principals and systems actors, and a series of youth studies, including a large scale survey of Youth. Funded by an ARCLG, from 1998 to 2000, this study has been conducted in partnership with scholars from nine European countries, funded by the European Union, in which parallel analyses have been developed. This symposium presents our first public reports of the study's findings in Australia and presents six papers developed within the study, cutting across each of the three main stages of analysis. Research Background of the study Recent forms of educational restructuring have been far reaching, both within any one nation as well as between countries. Ranging from broad scale system restructuring (at national and state levels), to within school management restructuring, to within classroom pedagogical restructuring, the current scope of educational reform is perhaps the most extensive of any previous cycle of educational reform. Casual observers of education would recognise that this is particularly true in Australia. Nearly every level and sector of education, in every state and territory in Australia has faced one form of restructuring or another in the The imposition of a schooled habitus