Janus in Governance: Interpellations around an Educational Policy of Community Intervention in Portugal

Autor/inn/en	Antunes, Fátima; Barros, Rosanna
Titel	Janus in Governance: Interpellations around an Educational Policy of Community Intervention in Portugal
Quelle	In: Education Policy Analysis Archives, 27 (2019) 27, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Antunes, Fátima) ORCID (Barros, Rosanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Governance; Educational Policy; Foreign Countries; Intervention; Public Policy; State Policy; Neoliberalism; Administrator Attitudes; Program Descriptions; Social Isolation; Social Action; Informal Education; Educational Change; Administrative Organization; Case Studies; Educational Innovation; Power Structure; Decision Making; Portugal + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Ausland; Öffentliche Ordnung; Neo-liberalism; Neoliberalismus; Soziale Isolation; Soziales Handeln; Informelle Bildung; Nichtformale Bildung; Bildungsreform; Case study; Fallstudie; Case Study; Instructional innovation; Bildungsinnovation; Decision-making; Entscheidungsfindung
Abstract	This article intends to empirically document the ambiguity, even ambivalence, of governance practices , through the study of a public policy in Portugal, the Programme InovAction, that stimulates intervention projects in 'local state of emergency' territories. In this way, we search to contribute to the debate around the reform of the State and public policies, apprehended through metamorphoses in the coordination of collective action in education. Education, State and governance are viewed as social relationships and sites of social practices; governance is understood as a field in which policies, discourses and practices manifest themselves in neo-liberal hegemonic versions or according to contradictory achievements. The data we mobilize were built on documental analysis and on information obtained through semi-structured interviews (to national, regional and local projects Coordinators, technicians and young people). The unfolding discussion illuminates tensions and contradictions in governance practices of Programme InovAction: the strengthening of collective action may occur simultaneously with the construction of routes and alternative spaces of social exclusion; the reduction of the social responsibility of the school with regards to certain audiences challenges approaches to the construction of a public space of education; the privilege given to known interests has gone side by side with practices to broaden the local governance circle. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01