This open access handbook brings together the latest research from a wide range of internationally influential scholars to analyze educational policy research from international, historical and interdisciplinary perspectives. By effectively breaking through the boundaries between countries and disciplines, it presents new theories, techniques and methods for contemporary education policy, and illustrates the educational policies and educational reform practices that various countries have introduced to meet the challenges of continuous change.
Based on an analysis of the nature of education policy and education reform, this volume focuses on education reform and the concept of education quality. Adopting a historical and comparative perspective, it examines the dialectical relationship between education policy and education reform in various countries, assesses theoretical and practical issues in the process of moving from regulation to multiple governance in contemporary education administration, and explores the impact of globalization on national education reform and the interdependence between countries. In addition, it presents studies addressing educational policy research methodology from multiple perspectives.
Highlighting the changes in national education macro policies, this volume comprehensively reveals the complex relationship between contemporary education reform and social change, and explores the links between contemporary social, political and economic systems and educational policy research and practice, offering a holistic portrait of macro trends in contemporary education reform.
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Part I Values, Quality, and Education Policy |
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1 Beyond the Western Horizon: Rethinking Education, Values, and Policy Transfer |
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3 | (28) |
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2 Education Policy: Development and Enactment---The Case of Human Capital |
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31 | (22) |
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3 Elites and Expertise: The Changing Material Production of Knowledge for Policy |
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53 | (18) |
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4 The National Concept of Education Quality |
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71 | (14) |
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Part II Education Policy and Reform |
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5 Education Reform Phenomenon: A Typology of Multiple Dilemmas |
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85 | (26) |
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6 Changes in Educational Institutions in China: 1978--2020 |
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111 | (20) |
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7 Social Inclusion/Exclusion of Youth and Rhetorical and Symbolic Illusions of Social Change in Recent Spanish Education Policy |
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131 | (36) |
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Magdalena Jimenez-Ramirez |
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Part III Government, and Education Governance |
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8 Retrospect and Prospect: Overview of 30 Years of Education System Reform in China |
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167 | (20) |
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9 From Government to Governance: The Incorporation of Managerial Regulation at the Ministry of Education in Israel |
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187 | (36) |
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10 Governmentality: The Notion of Progress in the Brazilian Political Educational Discourse |
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223 | (16) |
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Marcia Aparecida Amador Mascia |
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11 The Logic and Practices of Governments Providing Financial Support for Non-government Education |
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239 | (24) |
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12 The Transformation of Government Responsibility and the Development of Educational Policies for Early Childhood Education Reform in China |
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263 | (26) |
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Part IV Globalisation, Education and Policy Reforms |
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13 Globalisation, Education and Policy Reforms |
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289 | (20) |
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14 Interdependency in Transnational Education Governance |
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309 | (20) |
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15 Is Cultural Localization Education Necessary in Epoch of Globalization? An Analysis of the Nature of State Sovereignty |
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329 | (16) |
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Part V Methodology of Education Policy Studies |
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16 The Politics of Metrics in Education: A Contribution to the History of the Present |
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345 | (18) |
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17 An Anthropological Approach to Education Policy as a Practice of Power: Concepts and Methods |
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363 | (18) |
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18 Statistics Reasoning and Its "Acting" in Educational Policy |
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381 | (18) |
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19 Evidence-Informed Policy and Practice in a `Post-truth' Society |
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FAN Guorui, Ph.D, Professor of Education Theories and Policies, Institute of Schooling Reform and Development & Department of Education; Dean, School of Education Sciences, East China Normal University (2012-2014); Executive Director, the Professional Committee of Education Policy and Law, China Education Association (2007-); Chief-in-edition of the yearly book Education Policy Observatory(ECNU Press). Published more than 100 papers and several books, such as Theory and Practice of Education Policies (2011), The Change of Education System and Human Development (2008),School Administration: Theory and Practice (2003), The Ecology of Education (2000), etc.
Thomas S. Popkewitz is a curriculum theorist and professor from the United States of America, on the faculty at the University of WisconsinMadison School of Education. His studies are concerned with the knowledge or systems of reason that govern educational policy and research related to pedagogy and teacher education. His research includes histories of the present, ethnographic and comparative studies of national educational reforms in Asia, Europe, Latin America, Southern Africa, and the US. His book Cosmopolitanism and the Age of School Reform (2008) explores the systems of reason in pedagogy through historically examining the changing images and narratives of Enlightenment concerns with cosmopolitanism. He has written or edited approximately 30 books and 200 articles in journals and book chapters. Two of his books (Paradigms and Ideology in Educational Research and A Political Sociology of Educational Reform) have won awards for their contribution to educational studies. His work has been translated into twelve languages (Chinese, Danish, French, German, Greek, Hungarian, Japanese, Portuguese, Norwegian, Russian, Spanish and Swedish).
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