Pub Date : 2023-12-03DOI: 10.1080/02680939.2023.2288340
Eduardo Tapia
Previous studies investigating how the school choice paradigm shapes school segregation have found that students’ ethnic school preferences drive school segregation by leading students to rank and ...
以往对择校范式如何影响学校隔离的研究发现，学生的种族学校偏好会导致学生对学校进行排序和......
{"title":"Understanding school segregation through micro-changes: evidence from upper secondary education in Stockholm","authors":"Eduardo Tapia","doi":"10.1080/02680939.2023.2288340","DOIUrl":"https://doi.org/10.1080/02680939.2023.2288340","url":null,"abstract":"Previous studies investigating how the school choice paradigm shapes school segregation have found that students’ ethnic school preferences drive school segregation by leading students to rank and ...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"109 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138547879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-29DOI: 10.1080/02680939.2023.2288332
Sharon Kishik, Justine Grønbæk Pors
A rich literature has argued that so-called aspiration-raising policies tend to individualize structural conditions and thereby reproduce forms of inequality through young people’s aspirations. Thi...
{"title":"Planetary concerns as interruptions to aspiration-raising policy discourses: exploring potentialities for alternative modalities of aspiration","authors":"Sharon Kishik, Justine Grønbæk Pors","doi":"10.1080/02680939.2023.2288332","DOIUrl":"https://doi.org/10.1080/02680939.2023.2288332","url":null,"abstract":"A rich literature has argued that so-called aspiration-raising policies tend to individualize structural conditions and thereby reproduce forms of inequality through young people’s aspirations. Thi...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":" 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514618","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-27DOI: 10.1080/02680939.2023.2288339
Wenjie Xu, A. Poole
{"title":"‘Academics without publications are just like imperial concubines without sons’: the ‘new times’ of Chinese higher education","authors":"Wenjie Xu, A. Poole","doi":"10.1080/02680939.2023.2288339","DOIUrl":"https://doi.org/10.1080/02680939.2023.2288339","url":null,"abstract":"","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"13 1","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139233949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-16DOI: 10.1080/02680939.2023.2282456
Chanwoong Baek, Andreas Nordin
This study examines the reference societies of Norway and Sweden embedded in their education policy documents. We examined 4,260 bibliographic references in 19 white papers and green papers prepare...
{"title":"Understanding implicit reference societies in education policy","authors":"Chanwoong Baek, Andreas Nordin","doi":"10.1080/02680939.2023.2282456","DOIUrl":"https://doi.org/10.1080/02680939.2023.2282456","url":null,"abstract":"This study examines the reference societies of Norway and Sweden embedded in their education policy documents. We examined 4,260 bibliographic references in 19 white papers and green papers prepare...","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":" 38","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138514649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"On the uses and use of NAPLAN: the hidden effects of test-based data-centric accountabilities","authors":"Rafaan Daliri-Ngametua, Stephanie Wescott, Amanda Heffernan","doi":"10.1080/02680939.2023.2273499","DOIUrl":"https://doi.org/10.1080/02680939.2023.2273499","url":null,"abstract":"","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"100 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136068929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-22DOI: 10.1080/02680939.2023.2269373
Tae-Hee Choi, Yee-Lok Wong
While public consultation is a signature process of democratic policy formulation, many governments manoeuvre to refract citizen’s opinions or conduct it perfunctorily. Using the case of a medium of instruction policy in Hong Kong, this article unveils the strategies that the state and citizens employ to put their opinion through to the final policy text, during a public consultation process. Recent literature has identified the mechanisms through which individual actors or organisations contribute to broad policy agenda-setting or policy programme development. However, yet to be investigated is how they – sometimes with conflicting interests – collectively negotiate a policy with the state via public consultations. This paper investigates this very phenomenon, building on previous work conducted in the public policy field, analysing 51 government-generated documents through both thematic content analysis and critical discourse analysis. The paper uncovers four strategies adopted by administrations (non-commitment, case closure, disengagement for irrelevance, and placation) to evade citizens’ equity-oriented demands and stakeholders’ three counter strategies (mobilising other stakeholders into a coalition, reopening the case pointing out a new problem, and appealing by affirming relevance). The state’s discrete refusals and stakeholders’ conjoint reengagement tactics draw our attention to the complexity and subtlety involved in negotiation via public consultations.
{"title":"Does public consultation affect policy formulation? Negotiation strategies between the administration and citizens","authors":"Tae-Hee Choi, Yee-Lok Wong","doi":"10.1080/02680939.2023.2269373","DOIUrl":"https://doi.org/10.1080/02680939.2023.2269373","url":null,"abstract":"While public consultation is a signature process of democratic policy formulation, many governments manoeuvre to refract citizen’s opinions or conduct it perfunctorily. Using the case of a medium of instruction policy in Hong Kong, this article unveils the strategies that the state and citizens employ to put their opinion through to the final policy text, during a public consultation process. Recent literature has identified the mechanisms through which individual actors or organisations contribute to broad policy agenda-setting or policy programme development. However, yet to be investigated is how they – sometimes with conflicting interests – collectively negotiate a policy with the state via public consultations. This paper investigates this very phenomenon, building on previous work conducted in the public policy field, analysing 51 government-generated documents through both thematic content analysis and critical discourse analysis. The paper uncovers four strategies adopted by administrations (non-commitment, case closure, disengagement for irrelevance, and placation) to evade citizens’ equity-oriented demands and stakeholders’ three counter strategies (mobilising other stakeholders into a coalition, reopening the case pointing out a new problem, and appealing by affirming relevance). The state’s discrete refusals and stakeholders’ conjoint reengagement tactics draw our attention to the complexity and subtlety involved in negotiation via public consultations.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135462540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.1080/02680939.2023.2269382
Charlene Tan
ABSTRACTThis article analyses performance-based research evaluation for the higher education sector in a postcolonial context through a Foucauldian lens. Using Hong Kong as an example, this paper examines the formulation of and receptions towards the Research Assessment Exercise (RAE). It is argued that Hong Kong academics, especially those working in the humanities and social sciences, associate the key concepts of ‘world-leading’ and ‘internationally excellent’ research in the RAE framework with Western knowledge that undermines local and regional research. They respond to RAE in four main ways: pragmatic compliance; refusal to conform to the demands of RAE; adoption of a dualistic strategy by publishing internationally and locally; and re-imagining of research assessment coupled with the promotion of indigenous knowledge. Two significant implications are highlighted in this article. First, the preservation of a research evaluation mechanism inherited from a colonial government perpetuates and entrenches external control and dominance in the former colony. Secondly, there is a need to re-construct the research appraisal apparatus as well as advance indigenous and hybrid knowledge in a postcolonial educational landscape.KEYWORDS: AffectFoucaultHong Kongpostcolonialismresearch assessment exercise AcknowledgmentsI thank the anonymous reviewers for helpful comments on an earlier draft.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration Data sharing is not applicable to this article as no new data were created or analysed in this study.No potential competing interest was reported by the author.The author did not receive support from any organisation for the submitted work.The author has no relevant financial or non-financial interests to disclose.This is a theoretical paper that does not involve human participants and/or animals. There are no empirical data associated with this paper.Notes1. A number of researchers have critiqued the RAE in the UK. The major criticisms are the instigation of a performative culture that purely rewards publication as the goal and overlooks the pursuit of knowledge (Bence and Oppenheim Citation2005), proliferation of ‘game playing’ by focussing on conservative and quick research (Hare, Citation2003, Koelman & Venniker, Citation2001), and the devaluation of good scholarship and practice-based work (Broadbent Citation2010, Sikes, Citation2006). As these concerns have also been raised by researchers in their critique of Hong Kong’s RAE, this article shall not rehearse them (for details, see Currie Citation2008a, b; Li, Citation2021; Li & Li, Citation2022a, b; O’Sullivan, Citation2018). Rather, the aim of this paper is to address the two questions mentioned at the start of the essay: To what extent, if any, are the knowledge, affect and reasoning associated with colonialism maintained and perpetuated by the RAE? How do academics in Hong Kong respond to RAE?2. The materials for RA
{"title":"A Foucauldian analysis of research Assessment in a postcolonial context: the example of Hong Kong","authors":"Charlene Tan","doi":"10.1080/02680939.2023.2269382","DOIUrl":"https://doi.org/10.1080/02680939.2023.2269382","url":null,"abstract":"ABSTRACTThis article analyses performance-based research evaluation for the higher education sector in a postcolonial context through a Foucauldian lens. Using Hong Kong as an example, this paper examines the formulation of and receptions towards the Research Assessment Exercise (RAE). It is argued that Hong Kong academics, especially those working in the humanities and social sciences, associate the key concepts of ‘world-leading’ and ‘internationally excellent’ research in the RAE framework with Western knowledge that undermines local and regional research. They respond to RAE in four main ways: pragmatic compliance; refusal to conform to the demands of RAE; adoption of a dualistic strategy by publishing internationally and locally; and re-imagining of research assessment coupled with the promotion of indigenous knowledge. Two significant implications are highlighted in this article. First, the preservation of a research evaluation mechanism inherited from a colonial government perpetuates and entrenches external control and dominance in the former colony. Secondly, there is a need to re-construct the research appraisal apparatus as well as advance indigenous and hybrid knowledge in a postcolonial educational landscape.KEYWORDS: AffectFoucaultHong Kongpostcolonialismresearch assessment exercise AcknowledgmentsI thank the anonymous reviewers for helpful comments on an earlier draft.Disclosure statementNo potential conflict of interest was reported by the author(s).Declaration Data sharing is not applicable to this article as no new data were created or analysed in this study.No potential competing interest was reported by the author.The author did not receive support from any organisation for the submitted work.The author has no relevant financial or non-financial interests to disclose.This is a theoretical paper that does not involve human participants and/or animals. There are no empirical data associated with this paper.Notes1. A number of researchers have critiqued the RAE in the UK. The major criticisms are the instigation of a performative culture that purely rewards publication as the goal and overlooks the pursuit of knowledge (Bence and Oppenheim Citation2005), proliferation of ‘game playing’ by focussing on conservative and quick research (Hare, Citation2003, Koelman & Venniker, Citation2001), and the devaluation of good scholarship and practice-based work (Broadbent Citation2010, Sikes, Citation2006). As these concerns have also been raised by researchers in their critique of Hong Kong’s RAE, this article shall not rehearse them (for details, see Currie Citation2008a, b; Li, Citation2021; Li & Li, Citation2022a, b; O’Sullivan, Citation2018). Rather, the aim of this paper is to address the two questions mentioned at the start of the essay: To what extent, if any, are the knowledge, affect and reasoning associated with colonialism maintained and perpetuated by the RAE? How do academics in Hong Kong respond to RAE?2. The materials for RA","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136012965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.1080/02680939.2023.2266431
Emma Rowe, Sarah Langman, Christopher Lubienski
Drawing upon a long-term study of venture philanthropy and public schools in Australia, this paper focuses on Teach For Australia (TFA) as a major component of a venture philanthropic network, one that builds critical infrastructures and connections between non-government organisations and the state, creating a product pipeline into public schools. Utilising interviews with staff from Teach For Australia and venture philanthropic organisations, comprehensive and rigorous financial data, reviews, reports and website data, the analysis aims to identify the major philanthropic funders, individual actors and private foundations that leverage Teach For Australia, illustrating how this network develops for-profit pathways into public schools. In pushing a deficit framing of public schools, these networks incur privatisation effects, including flows of money, resources and key decision-making. They compromise the democratic principles upon which public schools are ideally based, in that the most disadvantaged public schools are opened up to ‘entrepreneurial’ and risk-taking corporate behaviour to test out teachers, products and services. By examining streams of revenue, partnerships and networks, we show how the purportedly non-profit Teach For Australia develops for-profit opportunities and business partnerships nested in corporate philanthropy, resulting in a privatisation effect on public schools.
{"title":"Privatising public schools via product pipelines: Teach For Australia, policy networks and profit","authors":"Emma Rowe, Sarah Langman, Christopher Lubienski","doi":"10.1080/02680939.2023.2266431","DOIUrl":"https://doi.org/10.1080/02680939.2023.2266431","url":null,"abstract":"Drawing upon a long-term study of venture philanthropy and public schools in Australia, this paper focuses on Teach For Australia (TFA) as a major component of a venture philanthropic network, one that builds critical infrastructures and connections between non-government organisations and the state, creating a product pipeline into public schools. Utilising interviews with staff from Teach For Australia and venture philanthropic organisations, comprehensive and rigorous financial data, reviews, reports and website data, the analysis aims to identify the major philanthropic funders, individual actors and private foundations that leverage Teach For Australia, illustrating how this network develops for-profit pathways into public schools. In pushing a deficit framing of public schools, these networks incur privatisation effects, including flows of money, resources and key decision-making. They compromise the democratic principles upon which public schools are ideally based, in that the most disadvantaged public schools are opened up to ‘entrepreneurial’ and risk-taking corporate behaviour to test out teachers, products and services. By examining streams of revenue, partnerships and networks, we show how the purportedly non-profit Teach For Australia develops for-profit opportunities and business partnerships nested in corporate philanthropy, resulting in a privatisation effect on public schools.","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135142215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/02680939.2023.2259181
Veronica Poku
"Review of ‘The culture trap, by Dr. Derron Wallace’." Journal of Education Policy, ahead-of-print(ahead-of-print), pp. 1–2
“《文化陷阱》书评，德隆·华莱士博士著。”《教育政策研究》，第1-2页
{"title":"Review of ‘The culture trap, by Dr. Derron Wallace’","authors":"Veronica Poku","doi":"10.1080/02680939.2023.2259181","DOIUrl":"https://doi.org/10.1080/02680939.2023.2259181","url":null,"abstract":"\"Review of ‘The culture trap, by Dr. Derron Wallace’.\" Journal of Education Policy, ahead-of-print(ahead-of-print), pp. 1–2","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-31DOI: 10.1080/02680939.2023.2253201
Yariv Feniger, Jenna Goldshtein, D. Vedder‐Weiss
{"title":"Professional learning communities under test-based accountability: evidence from an Israeli intervention programme","authors":"Yariv Feniger, Jenna Goldshtein, D. Vedder‐Weiss","doi":"10.1080/02680939.2023.2253201","DOIUrl":"https://doi.org/10.1080/02680939.2023.2253201","url":null,"abstract":"","PeriodicalId":51404,"journal":{"name":"Journal of Education Policy","volume":" ","pages":""},"PeriodicalIF":2.5,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45529226","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：