Silent and Explicit Borrowing of International Policy Discourses. The Case of The Swedish Teacher Education Reforms of 2001 and 2011

Autor/inn/en	Wermke, Wieland; Höstfält, Gabriella
Titel	Silent and Explicit Borrowing of International Policy Discourses. The Case of The Swedish Teacher Education Reforms of 2001 and 2011
Quelle	In: Education Inquiry, 5 (2014) 4, S.445-460, Artikel 23417Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2000-4508
DOI	10.3402/edui.v5.23417
Schlagwörter	Teacher Education; Educational Change; International Cooperation; Educational Cooperation; Foreign Countries; Comparative Education; Reports; Educational Policy; Educational History; Political Influences; Social Influences; Administrative Organization; Educational Administration; Discourse Analysis; Educational Trends; Policy Formation; Sweden; European Union + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Bildungsreform; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Ausland; Vergleichende Erziehungswissenschaft; Abschlussbericht; Berichten; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Political influence; Politischer Einfluss; Sozialer Einfluss; Bildungsverwaltung; Schuladministration; Schulverwaltung; Diskursanalyse; Bildungsentwicklung; Politische Betätigung; Schweden
Abstract	The article presents different models of comparative education by discussing the government committee reports (SOU) which prepared the Swedish teacher education reforms of 2001 and 2011. These serve as examples for different kinds of policy borrowing from an international Bologna process discourse in national government document. The article facilitates Waldow (2009) term of "silent borrowing". The reform of 2001 shows distinct references to international discourses without making this explicit. The reform of 2011 is then an example for explicit borrowing. The related government committee report refers very obvious to the Bologna process. However, this is seen as strategy in order to mark its distinction to its predecessor reform. Our cases are assumed to show how socio-historical and political contexts condition national discourses' recourses of legitimation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01