PISA, Policymaking and Political Pantomime: Education Policy Referencing between England and Hong Kong

Autor/inn/en	Adamson, Bob; Forestier, Katherine; Morris, Paul; Han, Christine
Titel	PISA, Policymaking and Political Pantomime: Education Policy Referencing between England and Hong Kong
Quelle	In: Comparative Education, 53 (2017) 2, S.192-208 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2017.1294666
Schlagwörter	Educational Policy; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Best Practices; Educational Change; Interviews; Stereotypes; Public Officials; Policy Formation; National Curriculum; Academic Standards; Educational Quality; Institutional Autonomy; Teacher Effectiveness; Technology Transfer; Hong Kong; United Kingdom (England); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Bildungsreform; Interviewing; Interviewtechnik; Klischee; Politische Betätigung; Quality of education; Bildungsqualität; Institutionelle Autonomie; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Technologietransfer; Hongkong
Abstract	Since the mid-1980s, a number of East Asian societies have consistently performed well in international tests, and their education systems have emerged as models of "best practice", including Hong Kong, which has been extensively referenced by politicians and their advisers in England. In parallel, local dissatisfaction with the education system in Hong Kong has prompted major education reforms. This mismatch between the perceptions of the Hong Kong education system of the two policy communities is explored using documentary analysis and interviews with policymakers and other key stakeholders. We analyse the ways in which features of Hong Kong's education system are reconstructed and projected in policymaking in England and argue that the referencing to Hong Kong in England is akin to a form of political theatre, reminiscent of a pantomime, with stereotyped villains, heroes and fairy godmothers, narratives of good conquering evil, and comical set-pieces. We argue that these elements provide the means for both constructing and validating simple causal claims and their associated policy actions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01