教育改革的修辞

IF 3.9 3区 管理学 Q1 PUBLIC ADMINISTRATION Journal of Comparative Policy Analysis Pub Date : 2000-10-01 DOI:10.1080/13876980008412642
B. Levin, Jonathan C. Young
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引用次数: 21

摘要

本文考察了英国、新西兰以及加拿大阿尔伯塔省和马尼托巴省最近大规模教育改革的语言。在每个司法管辖区,我们回顾了官方文件和围绕一系列重大教育改革的议会辩论,研究了司法管辖区之间的异同以及官方话语的总体性质。虽然在所有四种情况下都使用了一些类似的修辞,但我们得出结论,理由的差异比共同点更重要。我们的分析支持这样一种观点,即官方修辞主要是象征性的,旨在创造或支持对问题和解决方案的特定定义,但也受到历史背景、制度结构和每个环境的政治文化的影响。
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The Rhetoric of Educational Reform
This article is an examination of the language of recent large-scale education reform in England, New Zealand, and the Canadian provinces of Alberta and Manitoba. In each jurisdiction, we review both the official documents and the parliamentary debate around a set of major educational reforms, looking at both the similarities and differences between jurisdictions and at the overall nature of official discourse. Although some similar rhetoric was used in all four settings, we conclude that the differences in justifications were more significant than the commonalities. Our analysis supports a view of official rhetoric as being primarily symbolic and intended to create or support particular definitions of problems and solutions, but also as shaped by the historical context, institutional structure, and political culture of each setting.
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来源期刊
CiteScore
6.90
自引率
6.10%
发文量
22
期刊最新文献
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