Just a Buzzword? The Use of Concepts and Ideas in Educational Governance

Autor/inn/en	Stenersen, Christine R.; Prøitz, Tine S.
Titel	Just a Buzzword? The Use of Concepts and Ideas in Educational Governance
Quelle	In: Scandinavian Journal of Educational Research, 66 (2022) 2, S.193-207 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stenersen, Christine R.) ORCID (Prøitz, Tine S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2020.1788153
Schlagwörter	Governance; Outcomes of Education; Educational Change; Educational Policy; Global Approach; Foreign Countries; International Assessment; Achievement Tests; Policy Analysis; Discourse Analysis; School Culture; Elementary Secondary Education; Norway; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lernleistung; Schulerfolg; Bildungsreform; Politics of education; Globales Denken; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Politikfeldanalyse; Diskursanalyse; Schulkultur; Schulleben; Norwegen
Abstract	In this article, a study of combined discursive emphasis on the concepts "culture for learning" and "learning outcomes" in recent education policy messages is presented. These concepts have been individually examined but seldom as parallel or converging policy messages. Inspired by discursive institutionalism, we address the policy framing of a 14-year period of intense education reform with Norway as an example. Findings indicate that the key concept of the reform culture-for-learning policy idea functioned as a buzzword for a shorter time, gaining public acceptance of the new reform, while the more concrete learning-outcomes policy idea rooted. Both ideas were presented as solutions to perceived problems in schools due to unsatisfactory PISA results and the emerging globalization of educational policies. This study highlights the roles of concepts and ideas in educational governance and how these roles can be factors in reform success or failure. It is beneficial if the new policy is in a chain of equivalence with other concepts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01