Pub Date : 2022-12-01DOI: 10.1080/03050068.2022.2147633
M. Kim
ABSTRACT There has been a growing tendency to use humanistic and utopian goals in the naming and framing of education policies. The case of the Happiness Education Policy (HEP) in South Korea is illustrative and demonstrates the potential of such framing, combined with references to external authorities, to neutralise domestic opposition and generate support from diverse national stakeholders. The HEP focuses on nurturing ‘happy human capital’ for the future through education initiatives such as the Free Semester/Year Initiative, character education, STEAM-based curriculum, and software education. Through an analysis of a corpus of policy documents and press releases, this article demonstrates how happiness, as a floating signifier, has been redefined in ways that align and support the different sociotechnical imaginaries envisioned by political regimes over the past decade which depart from its humanistic focus.
{"title":"Happiness, politics and education reform in South Korea: building ‘happy human capital’ for the future","authors":"M. Kim","doi":"10.1080/03050068.2022.2147633","DOIUrl":"https://doi.org/10.1080/03050068.2022.2147633","url":null,"abstract":"ABSTRACT There has been a growing tendency to use humanistic and utopian goals in the naming and framing of education policies. The case of the Happiness Education Policy (HEP) in South Korea is illustrative and demonstrates the potential of such framing, combined with references to external authorities, to neutralise domestic opposition and generate support from diverse national stakeholders. The HEP focuses on nurturing ‘happy human capital’ for the future through education initiatives such as the Free Semester/Year Initiative, character education, STEAM-based curriculum, and software education. Through an analysis of a corpus of policy documents and press releases, this article demonstrates how happiness, as a floating signifier, has been redefined in ways that align and support the different sociotechnical imaginaries envisioned by political regimes over the past decade which depart from its humanistic focus.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"25 1","pages":""},"PeriodicalIF":3.3,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86995906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-28DOI: 10.1080/03050068.2022.2147634
Monique Kwachou
ABSTRACT A 1987 paper by Sandra Acker remains a seminal academic contribution that identified and discussed the differences between three feminist schools of thought and their application to research and practice in education. Her analysis identified three Western feminist approaches- Liberal, Socialist and Radical and omits mention of Western Black feminist thought and any anti-imperial/indigenous feminist scholarship relevant to education. This article responds to Acker’s analysis presenting some of the work she omitted. Drawing on Black and African-feminist thought, the discussion distils some of their insights about gender issues in schools and considers some consequences for the scholarly field of gender, education and development of a canon based on a narrow range of feminist thought
{"title":"In response to Acker: black and African feminist theories on gender and education","authors":"Monique Kwachou","doi":"10.1080/03050068.2022.2147634","DOIUrl":"https://doi.org/10.1080/03050068.2022.2147634","url":null,"abstract":"ABSTRACT A 1987 paper by Sandra Acker remains a seminal academic contribution that identified and discussed the differences between three feminist schools of thought and their application to research and practice in education. Her analysis identified three Western feminist approaches- Liberal, Socialist and Radical and omits mention of Western Black feminist thought and any anti-imperial/indigenous feminist scholarship relevant to education. This article responds to Acker’s analysis presenting some of the work she omitted. Drawing on Black and African-feminist thought, the discussion distils some of their insights about gender issues in schools and considers some consequences for the scholarly field of gender, education and development of a canon based on a narrow range of feminist thought","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"34 1","pages":"169 - 192"},"PeriodicalIF":3.3,"publicationDate":"2022-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78931314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-26DOI: 10.1080/03050068.2022.2145774
R. Vaughan, H. Longlands
ABSTRACT Since 2000, girls’ education has been an increasingly high-profile concern in international development policy. At the same time, there has been a trend towards the greater production and reliance on quantitative data, indicators and targets in national and international education policy. Scholars have raised concerns about the rise of ‘performance-based’ approaches to accountability in education, and potential counterproductive effects of this for social justice and equality. However, few studies have explored how this trend plays out in practice within international organisations, particularly in relation to the heightened focus on girls’ education. This paper explores the implications of the increasing reliance on quantitative measures for policy actors and draws on a set of interviews with key stakeholders working in organisations concerned with gender and education to explore their divergent understandings of accountability processes. The paper concludes by reflecting on the prospects for a transformative approach to measuring gender equality and girls’ education.
{"title":"A technology of global governance or the path to gender equality? Reflections on the role of indicators and targets for girls’ education","authors":"R. Vaughan, H. Longlands","doi":"10.1080/03050068.2022.2145774","DOIUrl":"https://doi.org/10.1080/03050068.2022.2145774","url":null,"abstract":"ABSTRACT Since 2000, girls’ education has been an increasingly high-profile concern in international development policy. At the same time, there has been a trend towards the greater production and reliance on quantitative data, indicators and targets in national and international education policy. Scholars have raised concerns about the rise of ‘performance-based’ approaches to accountability in education, and potential counterproductive effects of this for social justice and equality. However, few studies have explored how this trend plays out in practice within international organisations, particularly in relation to the heightened focus on girls’ education. This paper explores the implications of the increasing reliance on quantitative measures for policy actors and draws on a set of interviews with key stakeholders working in organisations concerned with gender and education to explore their divergent understandings of accountability processes. The paper concludes by reflecting on the prospects for a transformative approach to measuring gender equality and girls’ education.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"80 1","pages":"282 - 304"},"PeriodicalIF":3.3,"publicationDate":"2022-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88996576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-23DOI: 10.1080/03050068.2022.2149164
C. Yates
{"title":"The Bloomsbury handbook of the internationalization of higher education in the global south","authors":"C. Yates","doi":"10.1080/03050068.2022.2149164","DOIUrl":"https://doi.org/10.1080/03050068.2022.2149164","url":null,"abstract":"","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"108 1","pages":"136 - 138"},"PeriodicalIF":3.3,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79395904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-23DOI: 10.1080/03050068.2022.2146394
R. Moletsane
ABSTRACT Literature on gendered violence in education suggests that the perspectives of those most affected must inform knowledge generation and interventions. However, research with these populations is fraught with methodological and ethical challenges. This article reflects on photovoice as a method which privileges participants' perspectives. Drawing on a study of gendered violence on a university campus in South Africa, findings suggest gendered violence on campus is fuelled by and intersects with gender inequalities associated with space, social class, and gender identity. Gender violence limits the victim's ability to respond or seek health and justice services, with potentially dire consequences for continued participation and success in education. The article illustrates how photovoice enabled participants to identify critical issues and imagine strategies for change. This has implications for facilitating research that draws insights from marginal groups, such as girls and young women, enabling their activism in highlighting and addressing the challenges they encounter.
{"title":"Using photovoice to enhance young women’s participation in addressing gender-based violence in higher education","authors":"R. Moletsane","doi":"10.1080/03050068.2022.2146394","DOIUrl":"https://doi.org/10.1080/03050068.2022.2146394","url":null,"abstract":"ABSTRACT Literature on gendered violence in education suggests that the perspectives of those most affected must inform knowledge generation and interventions. However, research with these populations is fraught with methodological and ethical challenges. This article reflects on photovoice as a method which privileges participants' perspectives. Drawing on a study of gendered violence on a university campus in South Africa, findings suggest gendered violence on campus is fuelled by and intersects with gender inequalities associated with space, social class, and gender identity. Gender violence limits the victim's ability to respond or seek health and justice services, with potentially dire consequences for continued participation and success in education. The article illustrates how photovoice enabled participants to identify critical issues and imagine strategies for change. This has implications for facilitating research that draws insights from marginal groups, such as girls and young women, enabling their activism in highlighting and addressing the challenges they encounter.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"20 1","pages":"239 - 258"},"PeriodicalIF":3.3,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84595167","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-20DOI: 10.1080/03050068.2022.2149166
Yi Liu
as a philosophy is captured in the Zulu/Xhosa saying Umuntu ngumentu ngabantu “A person is a person through other people”... In other words, I am what I am through the humanity of others’ (p. 60). Ngara’s philosophy of – and approach to – educational leadership is grounded in this notion of ‘I am what I am through the humanity of others’. From this perspective, leadership is not an honour gained through the conferment of a particular leadership role, but an achievement earned – in whatever assigned institutional, professional, or societal role one fulfils – through the practice of certain virtues: namely, generosity, hospitality, compassion, caring and sharing. These are the virtuous dispositions that shape true leadership. One of the central chapters of the book translates the notion of Ubantu into the idea of ‘servant leadership’. Some of the characteristics of ‘a servant leader’, suggests Ngara, are that ‘[s]ervant leadership comes first and leadership second’; that ‘servant leadership comes from the heart’ and that there should be consistency between what leaders do in private and what they proclaim in public; that ‘[t]he servant leader recognizes human potential and acts to bring out the best in people’; that [t]he servant leader seeks to empower other leaders and other people, not to control them’; and that the servant leader ‘is not only accountable to the present generation but also to past generations and, more importantly, to future generations’ (pp. 81–82). In the final chapter Ngara outlines the challenges facing African academics and educational leaders. These include the twin dangers of what he terms ‘colonizerlity’ (‘The colonizer has a predetermined attitude about the humanness, culture and mental capabilities of the colonized people which tends to express itself in the form of racism’ p. 202) and ‘nationalistic populism’ (‘This is the overvaluing of “the golden past” and turning a blind eye to the negative aspects of traditional culture’ p. 203). The colonial legacy has to be felt and understood in both the racist heritage of the coloniser and the attempts by the formerly colonised to forge a radically new and liberated heritage. The book ends with an appendix devoted to ‘reflection exercises for students and interested practitioners. These are helpful for any reader whomay wish to reflect further on the significance and implications of the book’s arguments but are particularly useful as a pedagogical resource within academic development and postgraduate teaching contexts. For comparativists, this is a book that affirms the importance of understanding across cultural and professional boundaries and that provides important insights into African perspectives on educational leadership.
{"title":"Implementing educational reform—cases and challenges","authors":"Yi Liu","doi":"10.1080/03050068.2022.2149166","DOIUrl":"https://doi.org/10.1080/03050068.2022.2149166","url":null,"abstract":"as a philosophy is captured in the Zulu/Xhosa saying Umuntu ngumentu ngabantu “A person is a person through other people”... In other words, I am what I am through the humanity of others’ (p. 60). Ngara’s philosophy of – and approach to – educational leadership is grounded in this notion of ‘I am what I am through the humanity of others’. From this perspective, leadership is not an honour gained through the conferment of a particular leadership role, but an achievement earned – in whatever assigned institutional, professional, or societal role one fulfils – through the practice of certain virtues: namely, generosity, hospitality, compassion, caring and sharing. These are the virtuous dispositions that shape true leadership. One of the central chapters of the book translates the notion of Ubantu into the idea of ‘servant leadership’. Some of the characteristics of ‘a servant leader’, suggests Ngara, are that ‘[s]ervant leadership comes first and leadership second’; that ‘servant leadership comes from the heart’ and that there should be consistency between what leaders do in private and what they proclaim in public; that ‘[t]he servant leader recognizes human potential and acts to bring out the best in people’; that [t]he servant leader seeks to empower other leaders and other people, not to control them’; and that the servant leader ‘is not only accountable to the present generation but also to past generations and, more importantly, to future generations’ (pp. 81–82). In the final chapter Ngara outlines the challenges facing African academics and educational leaders. These include the twin dangers of what he terms ‘colonizerlity’ (‘The colonizer has a predetermined attitude about the humanness, culture and mental capabilities of the colonized people which tends to express itself in the form of racism’ p. 202) and ‘nationalistic populism’ (‘This is the overvaluing of “the golden past” and turning a blind eye to the negative aspects of traditional culture’ p. 203). The colonial legacy has to be felt and understood in both the racist heritage of the coloniser and the attempts by the formerly colonised to forge a radically new and liberated heritage. The book ends with an appendix devoted to ‘reflection exercises for students and interested practitioners. These are helpful for any reader whomay wish to reflect further on the significance and implications of the book’s arguments but are particularly useful as a pedagogical resource within academic development and postgraduate teaching contexts. For comparativists, this is a book that affirms the importance of understanding across cultural and professional boundaries and that provides important insights into African perspectives on educational leadership.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"85 1","pages":"141 - 143"},"PeriodicalIF":3.3,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78107047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-20DOI: 10.1080/03050068.2022.2149167
J. Nixon
This innovative book introduces historical key theories, themes, and concepts of infancy and their care. In understanding infant care from the past, readers are invited to explore how events, approaches, traditions, studies and stories have shaped modern day practice. It contributes to early childhood education and care discourses, with an emphasis on care making it timely for both educators and practitioners. Accessible and informative, including extended reflective thinking and reflective questions for practitioners to contextualize topics with contemporary practice, this book is your essential guide to understanding the historical influences that have shaped infant care today. This book shows how effective pedagogical leadership can create the right conditions for quality ECE provision, to increase motivation and engagement among staff and impact positively on staff recruitment and retention. Written by a team of international experts based in Australia, Azerbaijan, Estonia, Greece, Finland, Norway, Sweden, the UK and the USA this is the first book to study pedagogical leadership in-depth and through an international lens. The chapter address questions including 'what is pedagogic leadership?', 'what does it look like?' and 'what impact can pedagogic leadership have on the everyday work of nurseries and other ECE providers?'. A must-have guide for both primary and secondary teachers looking to transform student outcomes through an evidence-informed approach. Jade Pearce summarises 20 key research papers that every teacher needs to know, shares teaching and learning strategies that have a demonstrable impact in the classroom, and explains how to disseminate this information across departments and schools. Complete with practical guidance, key takeaways, case studies and examples across a variety of phases and subjects, this book is essential reading for teachers, research leads, heads of department, and teaching and learning leads. takes an international and inclusive approach, exploring learning and educational leadership from different cultural and theoretical perspectives, from Habermas’ theory of cognitive interests to Freire’s approach to education and Ngara's decolonized epistemology and Ubuntu-based developmental approach. Ngara uses the African tradition of storytelling as well as engaging exercises. Each topic is introduced with a “tuning in exercise” and the reader is guided to reflect on their experiences and understanding throughout the book with discussion points and activities. The book is supported by a companion additional resources, including lecturer presentations. This book traces the notion of care and civic values in education that are largely devalued today by neoliberal economic concerns. Through a discussion of educators and philosophers including Arendt, Foucault, Guattari, Patocka, Simondon, Stengers and Whitehead Atkinson explores the ‘gift of otherness’ in relation to an ethico-politics of pedagogic practice and lear
约翰逊还考虑未来的创新，探索知识共享和专业学习网络。这本编辑过的书提供了塑造学术英语(EAP)领域的社会、意识形态、经济和政府影响和政策的背景概述，目的是促进学术英语从业者作为一个学术团体的认识和辩论，并使理性的、集体的社区对当前高等教育中面临的学术英语的特殊影响和问题作出反应。由社会在教育/语言领域以及专家从业者，系统地揭示主流思想和理论的社会学承诺学术英语(EAP)。这些贡献说明了社会理论在EAP实践者和实践中的中心地位，以及发展社会学想象力以增强实践者的知识和能动性的必要性。涵盖的主题包括:社会现实主义，合法化代码理论，批判现实主义，民族志，女权主义和布尔迪厄的EAP概念。这本书着重于对中东和北非的英语媒介教学(EMI)进行的实证研究。作者是在该区域各国有第一手经验的研究人员。每一章都遵循一致的结构，以便对不同国家的政策和做法进行比较。涵盖的主题包括调查学生和讲师的看法和态度，EMI提供的机遇和挑战，以及EMI实践的演变。通过探索这些问题，通过一个非殖民化的批判方法的镜头，本卷通知理论基础研究的EMI现象。以及在机构和课堂层面的实施，使用各种研究工具，包括政策分析，利益相关者对EMI的概念化，在实践中对EMI的观察，分析。本卷中的批判性观点将性别和性行为视为人类生活的维度，并促进性，性别，情感和关系福祉，以及文化视野和公民身份的建设。这些章节围绕三个相互依存的探究领域进行组织:1)教育者如何围绕性别多样性设计教学方法和课程，2)学生和教师如何在实践中处理性别多样性问题，以及3)如何在英语教学和学习材料中解决性别多样性问题。这本书提供了一个有用的框架，从批判性话语的角度评估英语教材:一个是基于健全的当前研究，但也为教师提供实际指导。从对英语教材的基本理解出发，作者提出了一个系统的程序来批判性地分析他们的多模态话语，研究这些话语是如何在课堂上在教师和学生之间进行协商的，并衡量这些消费者是如何私下评价课程的。这本书为教师提供了工具，他们需要选择和适应材料基于关键的多模态话语分析。这本书邀请教育工作者练习一系列诗歌练习，以告知阅读和写作的教学方法。在阅读华莱士·史蒂文斯(Wallace Stevens)的《看黑鸟的十三种方式》(Thirteen Ways of Looking at a Blackbird)所激发的教学原则的指导下，作者对中学课堂中突出的识字实践进行了批判性的讨论，并提供了阅读文本的替代方法。他们通过对史蒂文斯诗歌的实验阅读来实现这一点，这13条教学原则锚定了诗歌实践的教学法。本书还提供了邀请练习，学生的例子，理论化的视觉模式，并收集了相关的资源，由两个课堂教师编制。这本书重新定义了教师教育工作者和中学及大专教育教师如何在跨文化教育的思想中教授语言。它使他们能够从具有文化价值和对学习者有价值的可转移概念设计课程;制定评估，要求学习者解决问题或满足不同受众的需求;通过满足学术和职业目标的课程指导学习者。教学功能包括词汇表、从研究到实践的方框，以及一系列语言(包括土著语言)的模板样本。随附的在线资源提供空白模板和指导设计课程和评估。这本书为教育工作者提供了实用的建议，他们希望将有趣的媒体，从小说到电子游戏，从诗歌到棋盘游戏，纳入他们的课程。作者概述了将电子游戏研究与文学研究相结合的教学策略。 他们还讨论了将学习过程本身变成游戏的好处(和缺点)，这是一种快速获得的方法
{"title":"Learning to lead for transformation: an African perspective on educational leadership","authors":"J. Nixon","doi":"10.1080/03050068.2022.2149167","DOIUrl":"https://doi.org/10.1080/03050068.2022.2149167","url":null,"abstract":"This innovative book introduces historical key theories, themes, and concepts of infancy and their care. In understanding infant care from the past, readers are invited to explore how events, approaches, traditions, studies and stories have shaped modern day practice. It contributes to early childhood education and care discourses, with an emphasis on care making it timely for both educators and practitioners. Accessible and informative, including extended reflective thinking and reflective questions for practitioners to contextualize topics with contemporary practice, this book is your essential guide to understanding the historical influences that have shaped infant care today. This book shows how effective pedagogical leadership can create the right conditions for quality ECE provision, to increase motivation and engagement among staff and impact positively on staff recruitment and retention. Written by a team of international experts based in Australia, Azerbaijan, Estonia, Greece, Finland, Norway, Sweden, the UK and the USA this is the first book to study pedagogical leadership in-depth and through an international lens. The chapter address questions including 'what is pedagogic leadership?', 'what does it look like?' and 'what impact can pedagogic leadership have on the everyday work of nurseries and other ECE providers?'. A must-have guide for both primary and secondary teachers looking to transform student outcomes through an evidence-informed approach. Jade Pearce summarises 20 key research papers that every teacher needs to know, shares teaching and learning strategies that have a demonstrable impact in the classroom, and explains how to disseminate this information across departments and schools. Complete with practical guidance, key takeaways, case studies and examples across a variety of phases and subjects, this book is essential reading for teachers, research leads, heads of department, and teaching and learning leads. takes an international and inclusive approach, exploring learning and educational leadership from different cultural and theoretical perspectives, from Habermas’ theory of cognitive interests to Freire’s approach to education and Ngara's decolonized epistemology and Ubuntu-based developmental approach. Ngara uses the African tradition of storytelling as well as engaging exercises. Each topic is introduced with a “tuning in exercise” and the reader is guided to reflect on their experiences and understanding throughout the book with discussion points and activities. The book is supported by a companion additional resources, including lecturer presentations. This book traces the notion of care and civic values in education that are largely devalued today by neoliberal economic concerns. Through a discussion of educators and philosophers including Arendt, Foucault, Guattari, Patocka, Simondon, Stengers and Whitehead Atkinson explores the ‘gift of otherness’ in relation to an ethico-politics of pedagogic practice and lear","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"25 1","pages":"140 - 141"},"PeriodicalIF":3.3,"publicationDate":"2022-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75022591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-11DOI: 10.1080/03050068.2022.2138176
R. Münch, Oliver J. Wieczorek
ABSTRACT Improving schooling by reducing achievement gaps based on family background has been on the agenda of school governance worldwide for more than three decades. International benchmarking like the OECD’s Programme for International Student Assessment (PISA) is used to find models of best practice in effective school governance. Enlarging school autonomy, strengthening school management, and enhancing accountability have emerged as widely recommended and globally spreading governance tools. However, we do not know how much these tools make a difference between schools. To close this research gap, we conduct a multilevel regression analysis, which explores the association of student and average school socioeconomic status, migration background, school disciplinary climate and governance tools with student PISA scores. The United States, Canada, South Korea, and Singapore in 2009 and 2015 serve as test cases. Our findings indicate that school governance tools do not reduce achievement gaps.
{"title":"Improving schooling through effective governance? The United States, Canada, South Korea, and Singapore in the struggle for PISA scores","authors":"R. Münch, Oliver J. Wieczorek","doi":"10.1080/03050068.2022.2138176","DOIUrl":"https://doi.org/10.1080/03050068.2022.2138176","url":null,"abstract":"ABSTRACT\u0000 Improving schooling by reducing achievement gaps based on family background has been on the agenda of school governance worldwide for more than three decades. International benchmarking like the OECD’s Programme for International Student Assessment (PISA) is used to find models of best practice in effective school governance. Enlarging school autonomy, strengthening school management, and enhancing accountability have emerged as widely recommended and globally spreading governance tools. However, we do not know how much these tools make a difference between schools. To close this research gap, we conduct a multilevel regression analysis, which explores the association of student and average school socioeconomic status, migration background, school disciplinary climate and governance tools with student PISA scores. The United States, Canada, South Korea, and Singapore in 2009 and 2015 serve as test cases. Our findings indicate that school governance tools do not reduce achievement gaps.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"6 1","pages":"59 - 76"},"PeriodicalIF":3.3,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74260827","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-02DOI: 10.1080/03050068.2022.2140894
Björn Högberg, Joakim Lindgren
ABSTRACT In response to declining results in the Programme for International Student Assessment (PISA) surveys, the then governing Swedish coalition in 2010–2014 introduced earlier grading, more extensive national testing and a new standards-based curriculum. These reforms coincided with a greater emphasis on inclusive’ education understood in the ‘narrow’ sense of placement in mainstream schools. The combination of these two sets of reforms presents an interesting national case where traditional conservative demands for a core curriculum, testing and accountability were combined with calls to increase educational opportunity. Combining different methods and analysis of five separate waves of PISA data, we show that the reforms coincided with a decline in the sense of school belonging among pupils that was exceptional compared to other high-income countries, and especially among marginalised pupils. The study adds to the cumulative work of previous studies on policy effects on wellbeing, concluding that the Swedish compulsory school went from undergoing a mediatised results crisis to a mental health crisis among pupils.
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Pub Date : 2022-10-31DOI: 10.1080/03050068.2022.2133860
A. Rivas
ABSTRACT Ideas about educational improvement are contextual and contested. This study proposes a critical and pragmatic framework to analyse systemic improvement, taking into account the paradoxes and limitations of quantitative sources. The study compared 83 subnational educational systems of three federal countries in Latin America: Argentina, Brazil, and Mexico. Based on a mixed methodology, we analysed the evolution of multiple educational indicators in 2004-2019. Then, we applied an expert’s consultation process to select four cases of systemic improvement for further analysis: Ceará and Pernambuco in Brazil, Córdoba in Argentina, and Puebla in Mexico. Each case was studied in its context, with a multi-level analysis that links it to national educational policies. Instead of a series of policy recipes, we find that constructing a solid platform for education governance is the critical element shared by the studied cases where there is subnational systemic improvement over a long period.
{"title":"The long road to systemic improvement in education: a comparative multi-level case study in federal countries","authors":"A. Rivas","doi":"10.1080/03050068.2022.2133860","DOIUrl":"https://doi.org/10.1080/03050068.2022.2133860","url":null,"abstract":"ABSTRACT Ideas about educational improvement are contextual and contested. This study proposes a critical and pragmatic framework to analyse systemic improvement, taking into account the paradoxes and limitations of quantitative sources. The study compared 83 subnational educational systems of three federal countries in Latin America: Argentina, Brazil, and Mexico. Based on a mixed methodology, we analysed the evolution of multiple educational indicators in 2004-2019. Then, we applied an expert’s consultation process to select four cases of systemic improvement for further analysis: Ceará and Pernambuco in Brazil, Córdoba in Argentina, and Puebla in Mexico. Each case was studied in its context, with a multi-level analysis that links it to national educational policies. Instead of a series of policy recipes, we find that constructing a solid platform for education governance is the critical element shared by the studied cases where there is subnational systemic improvement over a long period.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"97 1","pages":"77 - 98"},"PeriodicalIF":3.3,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86011620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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