Pub Date : 2024-01-31DOI: 10.1177/14782103241230127
Miia Rissanen, Jyrki Savolainen, Mikael Collan
This research explores the suitability of system-based simulation analysis for higher education (HE) policy-planning. A dynamic system model of the Finnish university funding system covering bachelor-level students is presented. The results show that the model captures the nature of the current funding system, which can be considered a zero-sum game, where the funding an individual university can only be improved at the cost of others. Based on the simulations, it seems that in the Finnish HE system increasing the importance of target time graduations in the funding model would favour the small universities. The generalizability of the used model´s and methods’ suitability outside the Finnish context is evaluated and discussed.
{"title":"Analyzing the Finnish University funding system through system-based simulation","authors":"Miia Rissanen, Jyrki Savolainen, Mikael Collan","doi":"10.1177/14782103241230127","DOIUrl":"https://doi.org/10.1177/14782103241230127","url":null,"abstract":"This research explores the suitability of system-based simulation analysis for higher education (HE) policy-planning. A dynamic system model of the Finnish university funding system covering bachelor-level students is presented. The results show that the model captures the nature of the current funding system, which can be considered a zero-sum game, where the funding an individual university can only be improved at the cost of others. Based on the simulations, it seems that in the Finnish HE system increasing the importance of target time graduations in the funding model would favour the small universities. The generalizability of the used model´s and methods’ suitability outside the Finnish context is evaluated and discussed.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139946928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-24DOI: 10.1177/14782103241229528
Hani Morgan
The debates that involve banning critical race theory and implementing ethnic studies programs have recently surged. But this is not the first time that controversy about ethnic studies programs and other efforts to promote equity has led to dissension. In the 1960s, similar discord led to violence. Today, right-wing activists are making efforts to prevent ethnic studies programs from being implemented. Many educators and historians, however, are expressing the need to teach the accurate histories of racial and ethnic minority groups at educational institutions. In this article, I argue that today’s resistance to implementing ethnic studies programs is a continuation of the opposition that occurred in the 1960s against this trend and the other efforts that were designed to promote equity. In contrast to the idea that ethnic studies programs contribute to divisiveness, I argue that they offer a better way of teaching students in a country that has become more racially diverse. I retell what happened during the Freedom Summer of 1964 and the strikes at Columbia University and San Francisco State College to offer a perspective that is often neglected when authors describe the movement to ban critical race theory.
{"title":"Ethnic studies programs in America: Exploring the past to understand today’s debates","authors":"Hani Morgan","doi":"10.1177/14782103241229528","DOIUrl":"https://doi.org/10.1177/14782103241229528","url":null,"abstract":"The debates that involve banning critical race theory and implementing ethnic studies programs have recently surged. But this is not the first time that controversy about ethnic studies programs and other efforts to promote equity has led to dissension. In the 1960s, similar discord led to violence. Today, right-wing activists are making efforts to prevent ethnic studies programs from being implemented. Many educators and historians, however, are expressing the need to teach the accurate histories of racial and ethnic minority groups at educational institutions. In this article, I argue that today’s resistance to implementing ethnic studies programs is a continuation of the opposition that occurred in the 1960s against this trend and the other efforts that were designed to promote equity. In contrast to the idea that ethnic studies programs contribute to divisiveness, I argue that they offer a better way of teaching students in a country that has become more racially diverse. I retell what happened during the Freedom Summer of 1964 and the strikes at Columbia University and San Francisco State College to offer a perspective that is often neglected when authors describe the movement to ban critical race theory.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-24DOI: 10.1177/14782103241227309
Louis Volante, Paola Mattei
Education reform efforts stemming from the Programme in International Student Achievement have strengthened in recent years, particularly in response to the growth of global references societies – high achieving educational jurisdictions such as Finland, Hong Kong-China, and more recently Estonia and Singapore. Despite political rhetoric, evidence-based policy development associated with this international benchmark measure is rarely, if ever, a neutral enterprise that is guided by the best available evidence. Indeed, political discourse and policy framing surrounding PISA often results in the selective use of results to justify contested policy reforms. Brief cases from Japan, Sweden, and Canada illustrate how national policies have been adopted that are not grounded, and may even run counter, to research findings. The discussion examines the politicization of PISA and its symbolic role in adding legitimacy to education reform agendas. Collectively, the analysis offers an alternative perspective to the popular notion that PISA guides evidence-based decision-making.
{"title":"The politicization of PISA in evidence-based policy discourses","authors":"Louis Volante, Paola Mattei","doi":"10.1177/14782103241227309","DOIUrl":"https://doi.org/10.1177/14782103241227309","url":null,"abstract":"Education reform efforts stemming from the Programme in International Student Achievement have strengthened in recent years, particularly in response to the growth of global references societies – high achieving educational jurisdictions such as Finland, Hong Kong-China, and more recently Estonia and Singapore. Despite political rhetoric, evidence-based policy development associated with this international benchmark measure is rarely, if ever, a neutral enterprise that is guided by the best available evidence. Indeed, political discourse and policy framing surrounding PISA often results in the selective use of results to justify contested policy reforms. Brief cases from Japan, Sweden, and Canada illustrate how national policies have been adopted that are not grounded, and may even run counter, to research findings. The discussion examines the politicization of PISA and its symbolic role in adding legitimacy to education reform agendas. Collectively, the analysis offers an alternative perspective to the popular notion that PISA guides evidence-based decision-making.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139600282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-23DOI: 10.1177/14782103241229525
Maja Pucelj, A. G. Zoran
The primary school sector, where educational and socialization activities occur, is the first and most important sector for integrating migrant students into a new environment. Nevertheless, the 2019 Migrant Integration Policy Index (MIPEX) for Slovenia concludes that while Slovenian integration policies provide equality on a legal or theoretical level, they do not fully integrate immigrants into society. Therefore, this research has answered the main research question with a methodologically empirical analysis based on semi-structured interviews with teachers or other professionals in selected primary schools. The study examines the integration of immigrant students into Slovenian primary education, specifically within the pedagogical framework. It explores the challenges encountered by pedagogical and professional staff in this context, as well as the experiences of immigrant students and the overall classroom community throughout the educational process, as reported by the interviewees.
{"title":"Challenges of integration of immigrant students into Slovenian primary schools—Perspectives of teachers and other professionals","authors":"Maja Pucelj, A. G. Zoran","doi":"10.1177/14782103241229525","DOIUrl":"https://doi.org/10.1177/14782103241229525","url":null,"abstract":"The primary school sector, where educational and socialization activities occur, is the first and most important sector for integrating migrant students into a new environment. Nevertheless, the 2019 Migrant Integration Policy Index (MIPEX) for Slovenia concludes that while Slovenian integration policies provide equality on a legal or theoretical level, they do not fully integrate immigrants into society. Therefore, this research has answered the main research question with a methodologically empirical analysis based on semi-structured interviews with teachers or other professionals in selected primary schools. The study examines the integration of immigrant students into Slovenian primary education, specifically within the pedagogical framework. It explores the challenges encountered by pedagogical and professional staff in this context, as well as the experiences of immigrant students and the overall classroom community throughout the educational process, as reported by the interviewees.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139603871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-23DOI: 10.1177/14782103241229520
Shine Wanna Aung, Than Than Aye
Following the paradigm of globalization and development as a means of achieving a better life from the domestic sphere to the international landscape, different stakeholders including scholars, researchers, practitioners, policy makers, and institutions have been focusing on better informed policy and practice with an embedded mission of international development. Educational policymaking and implementation processes of a nation-state are constrained by global economic and political environments. The ongoing status of educational efforts in each country and disputing factors to the implementation of the education policies were examined. In this study, systematic literature review was conducted on the research of higher education policy in line with globalization and internationalization to depict the practicalities and dichotomies in implementing the sectors at the Golden Triangle Area (Laos, Myanmar, and Thailand). The internationalization of higher education in Golden Triangle Area needs promoting its strategic advantage in offering business opportunities through government policies to further promoting as an affordable study destination and attracting international students from ASEAN countries. The factors affecting the higher education quality and capacity of Laos, Myanmar, and Thailand include the need for better quality, barriers to research capacity development, the policy process of quality assurance, and the initiatives for internationalization in all three countries.
{"title":"Practicalities and dichotomies of education policy and practice of higher education in the Golden Triangle Area (Southeast Asia): Implications for international development","authors":"Shine Wanna Aung, Than Than Aye","doi":"10.1177/14782103241229520","DOIUrl":"https://doi.org/10.1177/14782103241229520","url":null,"abstract":"Following the paradigm of globalization and development as a means of achieving a better life from the domestic sphere to the international landscape, different stakeholders including scholars, researchers, practitioners, policy makers, and institutions have been focusing on better informed policy and practice with an embedded mission of international development. Educational policymaking and implementation processes of a nation-state are constrained by global economic and political environments. The ongoing status of educational efforts in each country and disputing factors to the implementation of the education policies were examined. In this study, systematic literature review was conducted on the research of higher education policy in line with globalization and internationalization to depict the practicalities and dichotomies in implementing the sectors at the Golden Triangle Area (Laos, Myanmar, and Thailand). The internationalization of higher education in Golden Triangle Area needs promoting its strategic advantage in offering business opportunities through government policies to further promoting as an affordable study destination and attracting international students from ASEAN countries. The factors affecting the higher education quality and capacity of Laos, Myanmar, and Thailand include the need for better quality, barriers to research capacity development, the policy process of quality assurance, and the initiatives for internationalization in all three countries.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-22DOI: 10.1177/14782103241228900
Cornelia Linderoth, Magnus Hultén, Linnéa Stenliden
The rapid advancement of artificial intelligence (AI) in education necessitates a shared understanding of its intended purpose and societal implications. This paper underscores the significance of societal perspectives in AI and education, often overshadowed by technological aspects. At the same time, policy guidelines for the integration of AI technology within educational systems are playing a pivotal role in shaping the future of education. What we as society imagine AI and education to be, will in some shape or form lead the development of suggested fixes. The aim is to aid the understanding of why and how visions of learning and education are framed in relation to developments in Educational Technology (EdTech) and their introduction in education. It thereby contributes to the ongoing discussion on the integration of AI in education and its potential societal impacts.
{"title":"Competing visions of artificial intelligence in education—A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines","authors":"Cornelia Linderoth, Magnus Hultén, Linnéa Stenliden","doi":"10.1177/14782103241228900","DOIUrl":"https://doi.org/10.1177/14782103241228900","url":null,"abstract":"The rapid advancement of artificial intelligence (AI) in education necessitates a shared understanding of its intended purpose and societal implications. This paper underscores the significance of societal perspectives in AI and education, often overshadowed by technological aspects. At the same time, policy guidelines for the integration of AI technology within educational systems are playing a pivotal role in shaping the future of education. What we as society imagine AI and education to be, will in some shape or form lead the development of suggested fixes. The aim is to aid the understanding of why and how visions of learning and education are framed in relation to developments in Educational Technology (EdTech) and their introduction in education. It thereby contributes to the ongoing discussion on the integration of AI in education and its potential societal impacts.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139606581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.1177/14782103241228902
Chenyi Zhao
This paper examines the “Double Reduction” policy issued by the Chinese government in 2021 by using a Critical Discourse Problematization Framework (CDPF) that combines Critical Discourse Analysis (CDA) and what’s the problem represented to be (WPR) approach. The study points out that the changing discourse of equality and equity in China is crucial for understanding the assumptions and presuppositions that lie behind and shape the “Double Reduction” policy. The analysis of the policy text conveys that the government views the privatization of education in China as being responsible for the lowered quality of public education, the competitive learning environment, and financial and mental pressure on families and parents. However, this study reveals the silent part of the “Double Reduction” policy through the WPR approach, which demonstrates that privatization of education is not the root cause of educational inequality/injustice in China. The work of this critical policy analysis aims to better understand the dilemma of education in China and provide insights to the policymakers, educators, and related stakeholders from the perspective of changing policy discourse.
{"title":"A Critical Discourse Problematization Framework (CDPF) analysis of “Double Reduction” policy in China","authors":"Chenyi Zhao","doi":"10.1177/14782103241228902","DOIUrl":"https://doi.org/10.1177/14782103241228902","url":null,"abstract":"This paper examines the “Double Reduction” policy issued by the Chinese government in 2021 by using a Critical Discourse Problematization Framework (CDPF) that combines Critical Discourse Analysis (CDA) and what’s the problem represented to be (WPR) approach. The study points out that the changing discourse of equality and equity in China is crucial for understanding the assumptions and presuppositions that lie behind and shape the “Double Reduction” policy. The analysis of the policy text conveys that the government views the privatization of education in China as being responsible for the lowered quality of public education, the competitive learning environment, and financial and mental pressure on families and parents. However, this study reveals the silent part of the “Double Reduction” policy through the WPR approach, which demonstrates that privatization of education is not the root cause of educational inequality/injustice in China. The work of this critical policy analysis aims to better understand the dilemma of education in China and provide insights to the policymakers, educators, and related stakeholders from the perspective of changing policy discourse.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.1177/14782103241229013
Tebeje Molla
With the global increase in forcibly displaced populations, understanding and improving educational opportunities and outcomes for refugee youth is of paramount importance. This scoping review focuses on understanding the extent and nature of evidence related to school engagement among refugee parents and students. The review’s scope was limited to peer-reviewed articles published in English between 2015 and 2023. The review reveals insights into research contexts, methodological and theoretical approaches, empirical interests, and key findings on enablers of and barriers to school engagement. Additionally, the paper identifies three significant themes requiring attention in future research: inconsistent framing of central themes, the prevalence of deficit accounts regarding refugee parents and students, and omissions concerning critical aspects of school engagement.
{"title":"Refugees and school engagement: A scoping review","authors":"Tebeje Molla","doi":"10.1177/14782103241229013","DOIUrl":"https://doi.org/10.1177/14782103241229013","url":null,"abstract":"With the global increase in forcibly displaced populations, understanding and improving educational opportunities and outcomes for refugee youth is of paramount importance. This scoping review focuses on understanding the extent and nature of evidence related to school engagement among refugee parents and students. The review’s scope was limited to peer-reviewed articles published in English between 2015 and 2023. The review reveals insights into research contexts, methodological and theoretical approaches, empirical interests, and key findings on enablers of and barriers to school engagement. Additionally, the paper identifies three significant themes requiring attention in future research: inconsistent framing of central themes, the prevalence of deficit accounts regarding refugee parents and students, and omissions concerning critical aspects of school engagement.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1177/14782103241227489
Cassie Sorrells, Samara Madrid Akpovo
This research presents the findings of an 8-month ethnographic case study of one infant/toddler classroom in the southeastern United States. Participants included the classroom’s two (white, female) teachers and a racially diverse group of 12 children between one to 2 years of age. Grounded within an ethics of care theoretical framework, this research was guided by the following research questions: (1) What are teachers’ lived experiences of care in this early childhood classroom community? and (2) How do those teachers understand their lived experiences of care? During data revisiting with teachers (Tobin and Hsueh, 2014), the concept of time—and particularly, slowness—emerged as a central connecting theme. The emergence of this central theme led to an overarching theoretically guided analysis of the data, implementing a feminist interpretation of Clark’s (2022) articulation of Slow Pedagogy in ECE to understand how slowness—a feminized quality antithetical to the furious pace of neoliberal education—is central to care in this context. In addition, a thematic analysis (Saldaña, 2021) of ethnographic data, including field notes, video, and photos gathered during participant observations, and four semi-structured teacher interviews, produced two foundational themes in teachers’ understandings and practices of care: Care as Emotional Presence, and Care as Acknowledgment. Findings introduce the concept of Slow Care, a noveltheorizing of care practices that emphasizes the importance of slow, relationally-guided temporalities, serving to contest and counter the growing neoliberal pressures of efficiency and productivity in early childhood policy and practice.
{"title":"Time for slow care: Bringing slow pedagogy into conversation with ethics of care in the infant/toddler classroom","authors":"Cassie Sorrells, Samara Madrid Akpovo","doi":"10.1177/14782103241227489","DOIUrl":"https://doi.org/10.1177/14782103241227489","url":null,"abstract":"This research presents the findings of an 8-month ethnographic case study of one infant/toddler classroom in the southeastern United States. Participants included the classroom’s two (white, female) teachers and a racially diverse group of 12 children between one to 2 years of age. Grounded within an ethics of care theoretical framework, this research was guided by the following research questions: (1) What are teachers’ lived experiences of care in this early childhood classroom community? and (2) How do those teachers understand their lived experiences of care? During data revisiting with teachers (Tobin and Hsueh, 2014), the concept of time—and particularly, slowness—emerged as a central connecting theme. The emergence of this central theme led to an overarching theoretically guided analysis of the data, implementing a feminist interpretation of Clark’s (2022) articulation of Slow Pedagogy in ECE to understand how slowness—a feminized quality antithetical to the furious pace of neoliberal education—is central to care in this context. In addition, a thematic analysis (Saldaña, 2021) of ethnographic data, including field notes, video, and photos gathered during participant observations, and four semi-structured teacher interviews, produced two foundational themes in teachers’ understandings and practices of care: Care as Emotional Presence, and Care as Acknowledgment. Findings introduce the concept of Slow Care, a noveltheorizing of care practices that emphasizes the importance of slow, relationally-guided temporalities, serving to contest and counter the growing neoliberal pressures of efficiency and productivity in early childhood policy and practice.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139617844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1177/14782103241227257
Israa Medhat Esmat
Academic freedom constitutes an integral part of traditional university values that ensure the proper functioning of universities in pursuing truth and inculcating civic values. In a globalized world where Higher Education (HE) policy is the result of the interaction of local, national, and international levels, the positions of international organizations on questions of academic freedoms deem significant. Within global discourses on HE, literature contrasts the World Bank’s human capitalist to UNESCO’s humanistic approach. Through Foucauldian Discourse Analysis of both organizations’ documents, the paper presented a genealogical analysis of academic freedom that challenged the existence of static, opposite, and binary positions. Transformations, ruptures, juxtapositions as well as gaps, limits, and exclusions were detected within and across International Organizations’ discourses. Juxtaposition of economic and humanistic rationales as well as academic freedom protection and neoliberal policy interventions have muted discursive conflicts and inherent contradictions. The failure of UNESCO to address contemporary threats to academic freedom emerged from the appearance of neoliberal transnational governmentality as an inevitable social regularity that delimits what can be said and cannot be said about academic freedom. Through coercive funding schemes and technologies of differentiation, surveillance, and monitoring, the WB created the space for such transnational governmentality, and placed faculty members under its gaze resulting in undermining academic freedoms and de-professionalization of academics.
{"title":"Examining academic freedom within WB and UNESCO discourses on higher education: A Foucauldian discourse analysis","authors":"Israa Medhat Esmat","doi":"10.1177/14782103241227257","DOIUrl":"https://doi.org/10.1177/14782103241227257","url":null,"abstract":"Academic freedom constitutes an integral part of traditional university values that ensure the proper functioning of universities in pursuing truth and inculcating civic values. In a globalized world where Higher Education (HE) policy is the result of the interaction of local, national, and international levels, the positions of international organizations on questions of academic freedoms deem significant. Within global discourses on HE, literature contrasts the World Bank’s human capitalist to UNESCO’s humanistic approach. Through Foucauldian Discourse Analysis of both organizations’ documents, the paper presented a genealogical analysis of academic freedom that challenged the existence of static, opposite, and binary positions. Transformations, ruptures, juxtapositions as well as gaps, limits, and exclusions were detected within and across International Organizations’ discourses. Juxtaposition of economic and humanistic rationales as well as academic freedom protection and neoliberal policy interventions have muted discursive conflicts and inherent contradictions. The failure of UNESCO to address contemporary threats to academic freedom emerged from the appearance of neoliberal transnational governmentality as an inevitable social regularity that delimits what can be said and cannot be said about academic freedom. Through coercive funding schemes and technologies of differentiation, surveillance, and monitoring, the WB created the space for such transnational governmentality, and placed faculty members under its gaze resulting in undermining academic freedoms and de-professionalization of academics.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139617938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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