Theorising the governance of education
01 Mar 1994-British Journal of Educational Studies (Taylor & Francis Group)-Vol. 42, Iss: 1, pp 6-22
TL;DR: In this paper, the authors move towards the comprehension of education policy processes and change in terms of an expanded sociology of education policies that studies policy networks and employs new perspectives on governance, and comment upon a perceptible conceptual convergence between education policy research and more general policy studies.
Abstract: The aim of this article is to move towards the comprehension of education policy processes and change in terms of an expanded sociology of education policy that studies policy networks and employs new perspectives on governance. It comments upon a perceptible conceptual convergence between education policy research and more general policy studies.
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TL;DR: In this paper, the authors identify strands in the literature and synthesize policy theories into a policy regime model useful in explaining both stability and change, focusing on power arrangements, policy paradigms and organization.
Abstract: The evolution of public policies in the United States has been characterized as a process involving long periods of stability followed by abrupt episodes of substantial change. In this project, we identify strands in the literature and synthesize policy theories into a policy regime model useful in explaining both stability and change. This model focuses on power arrangements, policy paradigms and organization - factors that operate to maintain long periods of stability. We demonstrate how stressors - catastrophic events, economic crises, demographic changes, shifts in modes of production, and others - impact policy regimes and create pressures for change. We argue that the process of policy regime change - the abrupt episodes of substantial change - occurs with changes in the policy paradigm, alterations in patterns of power and shifts in organizational arrangements. The old policy regime disintegrates and the new one emerges with a new policy paradigm, new patterns of power and new organizational arrangements that operate to maintain long periods of stability.
182 citations
27 Nov 2009
TL;DR: In this article, the authors present a collection of critical education policy studies with a "critical education policy orientation" and present them as a handbook of matters of public concern, with a focus on the public, and its education.
Abstract: This book collects studies with a ‘critical education policy orientation’, and presents itself as a handbook of matters of public concern. The term ‘critical’ does not refer to the adoption of a particular theoretical framework or methodology, but rather it refers to a very specific ethos or way of relating to the present and the belief that the future should not be the repetition of the past. This implies a concern about what is happening in our societies today and what could or should be happening in the future. As a consequence, the contributors to the book rely on a general notion of public policy that takes on board processes, practices, and discourses at a variety of levels, in diverse governmental and non-governmental contexts, and considers the relation of policy to power, to politics and to social regulation. Following the detailed introduction that aims at picturing the landscape of studies with a ‘critical education policy orientation’, the book presents re-readings of six policy challenges; globalization, knowledge society, lifelong learning, equality/democracy/social inclusion, accountability/control/efficiency and teacher professionalism. It seeks to contextualise these in relation to issues of current global concern at the start of the 21st century. Despite the diversity of approaches, this collection of critical education policy studies shares a concern with what could be called ‘the public, and its education,’ and represents a snapshot of education policy research at a particular time.
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TL;DR: The growing power and influence of the central state in British education and the policy hysteria which frequently characterize it are considered in this article, where the implications of centralizing, rationalizing trend for professional development and research are explored and strategies for responding to it are proposed.
Abstract: The growing power and influence of the central state in British education and the policy hysteria which frequently characterize it are considered. Policy is largely based on performance management and other technicalrational approaches and the article questions whether these provide an adequate framework for the complex and fluid future which education faces. Best practice outside education is assumed to be founded on rationalistic approaches, but recent research suggests that staff commitment and satisfaction are key factors in producing results. The implications of the centralizing, rationalizing trend for professional development and research are explored and strategies for responding to it are proposed.
57 citations
Cites background from "Theorising the governance of educat..."
...In an era of such strong centralization, it seems vital that critical and independent assessments of educational policy and governance (Raab, 1994) are conducted within our field....
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01 Jan 2001
35 citations
Cites background from "Theorising the governance of educat..."
...Raab (1994, p. 13) has defined policy networks as "a generic label for different types of relationships between the state and interest groups in the policy process" which highlight the interconnections between the state and other actors. Capano (1996) and Popkewitz (1996) also emphasise the value of an analysis based on networks, to break down linear approaches to policy....
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...However, both Lingard (1993) and Raab (1994) questioned this critique, as they did not see that Dale's account separated these different policy phases....
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...The approach is state-centred to emphasise the central role often taken by governments in policy, but not state controlled which implies a top-down implementation model (Raab, 1994)....
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TL;DR: A conceptual framework for examining policy change over a 10-year period is outlined which combines the best features of the top-down and bottom-up approaches with insights from other literatures.
Abstract: This paper first reviews the implementation literature of the past fifteen years, with particular emphasis on the relative strengths and weaknesses of the ‘top-down’ and ‘bottom-up’ approaches. It also argues that the 4–6 year time-frame used in most implementation research misses many critical features of public policy-making. The paper then outlines a conceptual framework for examining policy change over a 10–20 year period which combines the best features of the ‘top-down’ and ‘bottom-up’ approaches with insights from other literatures.
1,547 citations
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01 Jan 1984
TL;DR: In this article, the authors present a free online selection of free e-books for policy analysis for the real world download PDF, which can be found in many types, and reviews and opinions from different people.
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