Renegotiating the Public Good: Responding to the First Wave of COVID-19 in England, Germany and Italy

Autor/inn/en	Kelly, Peter; Hofbauer, Susann; Gross, Barbara
Titel	Renegotiating the Public Good: Responding to the First Wave of COVID-19 in England, Germany and Italy
Quelle	In: European Educational Research Journal, 20 (2021) 5, S.584-609 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kelly, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/14749041211030065
Schlagwörter	COVID-19; Pandemics; Cross Cultural Studies; Public Policy; Public Health; News Reporting; Educational Policy; Comparative Education; Policy Analysis; Decision Making; Political Influences; Research; Crisis Management; Trust (Psychology); Foreign Countries; Educational Practices; Web Sites; Teaching Methods; Information Technology; Disadvantaged; Government Role; Elementary Secondary Education; United Kingdom (England); Germany; Italy + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Öffentliche Ordnung; Gesundheitswesen; News report; Reportage; Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Politikfeldanalyse; Decision-making; Entscheidungsfindung; Political influence; Politischer Einfluss; Forschung; Krisenmanagement; Ausland; Bildungspraxis; Web-Design; Teaching method; Lehrmethode; Unterrichtsmethode; Informationstechnologie; Deutschland; Italien
Abstract	We compare national education policy responses to the COVID-19 pandemic in England, Germany and Italy to explore negotiations about the public good and identify the role that research has played in framing, legitimating and rendering trustworthy the settlements reached. National data, comprising news media reports and publically available documents, are analysed and compared to identify debates about the public good and their consequences within and across national contexts. Our analysis contrasts policy contexts on three dimensions: (a) the range of interests included in debates; (b) the form and locus of decision-making; and (c) public acceptance of policy during implementation. These are related to processes of depoliticising debate and politicising research evidence in each context, as factions position themselves as trustworthy. We suggest that the way research is seen to inform decision-making during crises such as the current COVID-19 pandemic has enduring consequences for public trust in research, the politicians who employ it to justify their decisions and the schools tasked with putting these decisions into practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01