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This collection focuses on transformations in the governance of education, paying attention to the trans-nationalisation of educational policies and the emergence of new actors in education. It focuses on the knowledge and instruments of government that shape education systems at different scales of governance. The book is a contribution to this field of research, focusing on the new roles and responsibilities of elites inside and outside the education state. It offers in-depth case studies based on an international comparison, examining the dynamics at work in the production and circulation of knowledge, the interplay of interests and power, and the ability of elites to define and lead public action programmes. The research and reflections presented in this book will help students, researchers, practitioners and policy-makers to better understand the transformations in decision-making at a time of globalisation and nationalism in education.
Sommario
Part 1.- 1.sociology of the politico-administrative elite in the UK and the reform of public education in England. Helen Gunter.- 2.Engaged Disengagement: Infrastructure, Rationality and Consecration of Normative Elite in the Czech Educational Reforms. Jitka Wirthová.- 3.Is there an epistemic elite that leads reforms in education in Slovenia? Ur ka Stremfel.- 4.The reformist elite in the field of French education: networks of influence and power at the core of the state technocracy. Romuald Normand.- 5.1960-2023. The Chilean elite s longstanding approach and its transformation after the neoliberal turn in education. Jaime Retamal Salazar.- SECTION II : Policy elites and the interplay of global actors in education programs.- 6.Knowledge brokers in the Intersections between the OECD and Denmark during the Reign of PISA; Christian Ydesen.- 7.The interplay of education policy actors and streams: the case of Croatian school leadership policies. Tihomir Ziljak & Nik a Alfirevic.- 8.Political-administrative Elites at Work: Politics and knowledge in the making of a major educational programme; Luís Miguel Carvalho, Estela Costa & Carlos Sant Ovaia.- 9.How education policies are decided by an elite: analysis of the role of think tanks in Brazil. Dalila Andrade Oliveira.- 10.When External Actors Shape Education Policy: The inclusion of programming in the Swedish curriculum. Anthemis Raptopoulou.
Info autore
Romuald Normand is Professor of Sociology at the University of Strasbourg, Faculty of Social Sciences, France. (Research Unit CNRS SAGE: Societies, Actors and Government of Europe) and Associate Visiting Professor at the Beijing Normal University and Aarhus University Copenhagen. He works on comparative education policies and politics, Europeanization and Lifelong Learning, Higher Education and Research, educational management and leadership. Romuald Normand is convenor of the network 28 “Sociologies of European Education” at the European Educational Research Association. He is a member of the editorial board of the British Journal of Sociology of Education and Advisory Board member of the Springer series Educational Governance Research.
Lejf Moos is Associate Professor Emeritus of Educational leadership and Governance at the Danish School of Education, Aarhus University, Copenhagen, Denmark. He has for many years done research on education, organisation, leadership and governance in education in Denmark and internationally. He has published widely, edited a number of books and journals, and is series editor of Educational Governance Research.
Luís Miguel Carvalho is Professor at the University of Lisbon, Institute of Education (IE-ULisboa), Portugal. His recent research focuses on education policies, international comparative assessments and educational governance, and transnational circulation of education models and reforms. Currently, he is the head of the IE-ULisboa, and coordinates the R&D Centre on Education and Training (UIDEF).
Riassunto
This collection focuses on transformations in the governance of education, paying attention to the trans-nationalisation of educational policies and the emergence of new actors in education. It focuses on the knowledge and instruments of government that shape education systems at different scales of governance. The book is a contribution to this field of research, focusing on the new roles and responsibilities of elites inside and outside the education state. It offers in-depth case studies based on an international comparison, examining the dynamics at work in the production and circulation of knowledge, the interplay of interests and power, and the ability of elites to define and lead public action programmes. The research and reflections presented in this book will help students, researchers, practitioners and policy-makers to better understand the transformations in decision-making at a time of globalisation and nationalism in education.
