'Bottom-Up Governance': Discourse, Practices and the Duality of the State

Autor/inn/en	Ramiel, Hemy; Lefstein, Adam
Titel	'Bottom-Up Governance': Discourse, Practices and the Duality of the State
Quelle	In: Cambridge Journal of Education, 52 (2022) 2, S.217-233 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramiel, Hemy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1973373
Schlagwörter	Foreign Countries; Teacher Leadership; Governance; Case Studies; Discourse Analysis; Educational Policy; Policy Formation; Administrative Organization; School District Autonomy; Israel + Suchen Sie Ihr Suchwort? Ausland; Lehrerfunktionsstelle; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Case study; Fallstudie; Case Study; Diskursanalyse; Politics of education; Politische Betätigung; School district; School districts; Autonomy; School autonomy; Schulautonomie
Abstract	This paper uses a case study of an Israeli teacher leadership initiative to explore a mode of educational governance that employs 'bottom-up' logic and discourse. The authors analyse the origins of this initiative, and -- through a policy-making ethnography of the initiative's enactment at the district level -- show how it is sustained and governed through 'top-down' structures and strategies. The authors use the term 'bottom-up governance' to describe a hybrid mixture of discourse that valorises grass-roots leadership, of governance through actors' autonomy and reflexivity, of enactment by a complex array of external and internal educational actors, and of initiation and control by central government, which provides insufficient, temporary and unstable resources. Their analysis highlights the conflicted and complex role of mid-level policy-makers in this mode of governance, as well as the simultaneous pursuit by the Israeli education system of centralisation and decentralisation, and 'weak state' and 'strong state' strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11