Understanding education policy. The 'four education orientations' framework.

Autor/in	Jones, Tiffany
Titel	Understanding education policy. The 'four education orientations' framework.
Quelle	Dordrecht u.a.: Springer (2013), IX, 71 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Springer briefs in education
Beigaben	Tabellen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISSN	2211-1921
ISBN	94-007-6264-X; 978-94-007-6264-0
DOI	10.1007/978-94-007-6265-7
Schlagwörter	Bildungsbegriff; Postmoderne; Einstellung (Psy); Bildungspolitik; Programm; Orientierung; Konservatismus; Liberalismus; Neoliberalismus; Politikwissenschaft; Diskurs; Modell; Strategie; Umsetzung
Abstract	Education policy analysis often reveals the orientation of the policies under investigation. This is particularly true in approaches such as discourse analysis and genealogy. How the orientation of the policy is often reflected on quite briefly, within the results section of reports. Terms such as "conservative" and "neo-liberal" are dropped into discussion sections without adequate definition: without earlier establishment of an appropriate conceptual framing; and with the assumption that their application to education policy is self-evident or common knowledge. Rigour and reproducibility become questionable when one policy is thus described as "liberal", "neo-liberal" or "conservative" in alternate analyses. Introducing education policy theory, this book provides education researchers with an overarching framework for the "four key orientations to education policy" that lie beneath much policy analysis (yet are rarely used directly, with accuracy or in much detail): conservative, liberal, critical and post-modern. It details their application to policy making, implementation and impact. It reflects on their use in analysis of a range of policy types. It argues the value of analysing a policy's orientation(s) by explicitly using a common education orientations framing, to improve clarity of analysis, reporting and discussion and allow broader paradigmatic, discursive and other taxonomic trends across the education policy field to emerge. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/4