Anderson, Benedict. 1991. Imagined Communities: Reflections on the Origin and Spread of Nationalism. London: Verso. Briggs, Asa and Peter Burke. 2005. A Social History of the Media from Gutenberg to the Internet. Cambridge: Polity Press. Chun, Wendy Hui Kyong. 2006. \"Introduction: Did Somebody Say New Media?\" In Wendy Hui Kyong Chun and Thomas Kennan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 1-11. Deibert, Ronald. 1997. Parchment, Printing and Hypermedia: Communication in World Order Transformation. New York: Columbia University Press. Elsaesser, Thomas. 2006. \"Early Film History and Multi-Media: An Archaeology of Possible Futures?\" In Wendy Hui Kyong Chun and Thomas Kennan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 13-26. Jenkins, Henry. 2006. Convergence Culture: Where Old and New Media Collide. New York: New York University Press. Luhman, Niklas. 2000. The Reality of the Mass Media. Cambridge: Polity Press. Mirzoeff, Nicholas. 2006. \"Network Subjects or, The Ghost is the Message.\" In Wendy Hui Kyong Chun and Thomas Keenan eds., New Media/Old Media: A History and Theory Reader. New York: Routledge, pp. 335-345. Saenger, Paul. 1997. \"Introduction\" to Space Between Words: The Origins of Silent Reading. Stanford: Stanford University Press, pp. 1-17. Thorburn, David and Henry Jenkins eds. 2003. Rethinking Media Change: The Aesthetics of Transition. Boston: MIT Press.

Imagined Communities: Reflections on the Origin and Spread of Nationalism (review)

THE chorus of approval with which Mr. Mundella's report on the progress of elementary education was received on Monday cannot but be gratifying to all who have at heart the highest welfare of the country. With one or two unimportant exceptions—members whose vision is so bizarre as to discern communism in the education of the children of the working classes, and who connect the increase of weeds with the spread of education'what criticism there was referred to details of method. All the members whose opinions are of any weight agreed that vast good had resulted to the country by the working of the Code. As to the special subjects, among which science is included, the weight of opinion was decidedly in favour of their retention. The greatest friends of the Fourth Schedule will admit that there is still much room for improvement in the teaching of these subjects; it cannot be expected that so great a novelty in the system of elementary education in the country can all at once be taught to perfection. About the success of the compulsory system of education it may be said that the House was all but unanimous. The analogy between the treatment of paupers and the free education of the children of the working classes will not hold water. In the one case we are simply keeping from starvation people whose improvidence or misfortune have made them a dead burden on their fellows; in the other case we are feeding the minds of those who one day will have to bear the brunt of the work of the nation; The better these future workers are educated, the more intelligently and the more effectively are they likely to do their work, and the less likely are they to become inmates of our workhouses and prisons. As Serjeant Simon testified, even already is there a marked decrease of embryo criminals in our streets. The conclusion come to by Mr. Mimdella and those who,like him, have the interests of education at heart, is not that we have gone too far, but that we have not gone far enough; not that we have reached finality, but that we have only made a good beginning. The figures he adduced to prove the success of the existing Education Act were practically admitted to be irrefutable; and we only trust the progress in the next ten years will be at an equal ratio to that achieved during the past decade. “Many of us,” he truly said, “would pass away without seeing the full effect of the work we are doing.” As to the propriety of encouraging the retention of exceptionally clever boys in elementary schools beyond the regulation age, the figures showed that it would be cruel and unjust to forbid this. Until we have a State system of secondary education in England similar to that about to be sanctioned in Scotland, until air equally decisive step is taken with regard to educational endowments in the one country as in the other, the nation would be doing a gross injustice to force exceptionally clever boys to leave school just when their intellects were beginning to shoot into full vigour. Mr. Mundella showed by his figures that Scotland is still ahead of England in the matter of education; that extra or special subjects are more widely sought after and with greater success, and that a larger percentage of children in elementary schools proceed to secondary education. But it should be remembered that this is the result of many generations of universal education, and that in Scotland it has long been considered as great a disgrace to be uneducated as in England it is considered to be immoral. There among the great majority of the working classes compulsory education was scarcely needed, and this will no doubt be the case in England in the course of a century or so, when education will have become as great a necessity as decent clothing. Again during the debate was it shown by those who have the best means of knowing that where science is properly taught there the children are as a rule more intelligent and bright, and better up in the ordinary subjects than in schools where science is neglected. Sir John Lubbock gave a remarkable instance of the favour with which properly conducted science-teaching is received by the children themselves:—

The Education Debate

Unraveling the Mystery of Health

The Rights of Others: Aliens, Residents, and Citizens. By Seyla Benhabib. New York: Cambridge University Press, 2004. 251p. $65.00 cloth, $23.99 paper. Between 1910 and 2000, the world's population more than tripled, from 1.6 to 5.3 billion. The number of persons who live as migrants in countries other than those in which they were born increased nearly sixfold, from 33 million to 175 million, and more than half of this increase has occurred since 1965. Almost 20 million of these are refugees, asylum seekers, and internally displaced persons. In her book, Seyla Benhabib grapples with both the political and moral implications of this rapid increase in transnational migration, arguing that the central principles that shape our thinking about political membership and state sovereignty are in tension, if not outright contradiction, with one another. “From a philosophical point of view,” she writes, “transnational migrations bring to the fore the constitutive dilemma at the heart of liberal democracies: between sovereign self-determination claims on the one hand and adherence to universal human rights principles on the other” (p. 2). She argues for an internal reconstruction of both, underscoring the significance of membership in bounded communities, while at the same time promoting the cultivation of democratic loyalties that exceed the national state, supporting political participation on the part of citizens and noncitizen residents alike.

The Rights of Others: Aliens, Residents, and Citizens

Devolution and Choice in Education, the School, the State and the Market

Governing processes in Europe and within Europeanization are often opaque and appearances can deceive. The normative practices of improvement in education, and the connected growth in performance measurement, have been largely understood in their own terms. However, the management of flows of information through quality assurance can be examined as a new form of governance, not just at the national level but within the broad policyscape of the European Union. The shaping of policy through data and the constant comparison for improvement against competition has come to be the standard by which public systems are judged. Indeed, public systems of education are recreated, and Europe is formed. The mediation of travelling policies and policy discourses across Europe constitute a polymorphic policyscape in which quality assurance and evaluation (QAE) has become a major instrument.

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North by northwest: Quality assurance and evaluation processes in European education

In this article, we experiment with the idea of combining path dependency, convergence and contingency in explaining Finnish distinctiveness in education policy and politics since the early 1990s. The focus of this article is on quality assurance and evaluation (QAE) in comprehensive schooling. We elaborate on and contextualise the Finnish QAE model by analysing the particular and somewhat ambiguous ways in which global QAE practices have – or have not – been received and mediated in Finland.

The paradox of the education race: how to win the ranking game by sailing to headwind

This article traces quality assurance and evaluation (QAE) developments in Finnish compulsory schooling The central question is this: Is there a Finnish model of QAE? We conclude that it may be a rhetorical overstatement to speak about a specific Finnish ‘Model’ of QAE in a strong sense However, neither is it valid to conclude that what happens in Finnish QAE merely reflects the unintended effects of radical decentralisation The Finnish consensus on certain issues in QAE could be characterised as silent, and based on antipathy rather than on conscious and articulated principles Finnish hostility towards ranking, combined with a bureaucratic tradition and a developmental approach to QAE strengthened by radical municipal autonomy, has constructed two national and local embedded policies that have been rather effective in resisting a trans‐national policy of testing and ranking It is significant, however, that both represent a combination of conscious, unintended and contingent factors

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Quality assurance and evaluation (QAE) in Finnish compulsory schooling: a national model or just unintended effects of radical decentralisation?

Dynamics in Education Politics: Understanding and Explaining the Finnish Case introduces a new theoretical framework characterised as Comparative Analytics of Dynamics in Education Politics (CADEP). Albeit the topicality of comparative research is obvious in the current era of global large-scale assessment, with its concomitant media visibility and political effects, comparative education is still suffering from certain methodological deficits and is in need of robust theorisation. Focusing on relational dynamics between policy threads, actors and institutions in education politics CADEP seriously considers the phenomena of complexity, contingency and trans-nationality in late-modern societies. 

In this book CADEP is applied and validated in analysing the "Finnish Educational Miracle" that has been attracting attention in the educational world ever since they rocketed to fame following the PISA studies during the 2000s. This book will open up opportunities for mutual understanding and learning rather than just celebrating the exceptional circumstances or sustainable leadership.

Areas covered include:


The analytics of dynamics in education politics


The dynamics of policy making and governance 


The dynamics of educational family strategies


The dynamics of classroom culture 


It is vital for humankind to be able to learn from each other’s successes and failures, and this applies in education, too. This book is thus a valuable read for anyone interested in the education system and wanting to shape the learning environment.

Janne Varjo

Papers

North by northwest: Quality assurance and evaluation processes in European education

The paradox of the education race: how to win the ranking game by sailing to headwind

Quality assurance and evaluation (QAE) in Finnish compulsory schooling: a national model or just unintended effects of radical decentralisation?

Dynamics in Education Politics: Understanding and explaining the Finnish case

Governing by numbers