Reform First and Ask Questions Later? The Implications of (Fast) Schooling Policy and 'Silver Bullet' Solutions

Autor/inn/en	Lewis, Steven; Hogan, Anna
Titel	Reform First and Ask Questions Later? The Implications of (Fast) Schooling Policy and 'Silver Bullet' Solutions
Quelle	In: Critical Studies in Education, 60 (2019) 1, S.1-18 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Steven) ORCID (Hogan, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-8487
DOI	10.1080/17508487.2016.1219961
Schlagwörter	Foreign Countries; Educational Policy; Policy Formation; Government Publications; Achievement Tests; Secondary School Students; International Assessment; Reports; Evidence Based Practice; Expertise; Business; International Organizations; Educational Practices; Web Sites; Case Studies; Elementary Secondary Education; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Politische Betätigung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Abschlussbericht; Berichten; Expert appraisal; Business studies; Wirtschaft; Betriebswirtschaft; International organisation; International organisations; International organization; Internationale Organisation; Bildungspraxis; Web-Design; Case study; Fallstudie; Case Study; Australien
Abstract	This article explores the uptake of so-called fast policy solutions to problems in different education policy contexts and highlights the potential impacts that can arise from such policymaking approaches. We draw upon recent literature and theorising around notions of fast policy and evidence-informed policymaking, which suggests that, in an increasingly connected, globalised and temporally compressed social world, policymaking has become 'speeded up.' This means that policymaking is now largely predicated upon looking around to foreign reference societies to borrow 'ideas that work', thereby encouraging particular forms of evidence, expertise and influence to dominate. We focus on three different examples of fast policy schooling documents--namely the OECD's "PISA for Schools" report, the edu-business Pearson's "The Learning Curve" and an Australian state (New South Wales) education department report entitled "What Works Best"--to show how all three documents promote an overly simplified, decontextualised and 'one-size-fits-all' understanding of schooling policy. This reflects what we describe as a 'convergence of policy method' across vastly different policy contexts (an IGO, global edu-business and government department), in which similarly fast policies, and methods of promoting such policies, appear to dominate over potentially more considered and contextually aware policymaking approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01