Class notes
Summary Educational Policy 22-23
- Course
- Institution
This document contains all lectures and includes practicums
[Show more]
Seller
Follow
EmmaP
Reviews received
Content preview
1. Introduction to (critical) educational policy studies (part 1) (= onderwijsbeleidstudies)........................................31.1. Central focus course: critical educational policy studies (CEPS)............................................................................3
1.2. A short history of critical educational policy studies.............................................................................................3
1.3. Three characteristics of critical educational policy studies...................................................................................4
1.4. 4 analytical frameworks that are being used in critical educational policy studies...............................................5
2. Introduction to (critical) educational policy studies (part 2)...................................................................................7
2.1. Approaches used in (critical) educational policy studies.......................................................................................7
2.2. Exercises................................................................................................................................................................7
2.3. 7 contemporary challenges to critical educational policy studies today...............................................................8
2.4. Challenges to critical educational policy studies today.......................................................................................10
2.5. Towards a new realism: rational of the course...................................................................................................10
3. Neoliberalism (part1): a mode of governance......................................................................................................11
3.1. Working definition: basic idea.............................................................................................................................11
3.2. 4 Facets (aspecten).............................................................................................................................................11
3.3. Historical background (not need to know in detail)............................................................................................12
3.4. Different perspectives (Cf. figure in text)............................................................................................................14
3.5. Seminar 2: applied to KULeuven.........................................................................................................................16
4. Neoliberalism (part 2): background theories and foundations.............................................................................17
4.1. Structure.............................................................................................................................................................17
4.2. Theoretical foundations......................................................................................................................................17
4.3. Theories of institutional restructuring................................................................................................................19
4.4. Neoliberalism as a mode of governing (education) and being governed............................................................21
4.5. Is there no alternative?.......................................................................................................................................21
4.6. How to govern education?..................................................................................................................................21
5. Privatisation and commercialisation....................................................................................................................22
5.1. Introduction........................................................................................................................................................22
5.2. Different types of privatisation...........................................................................................................................22
5.2.1. Endogenous: “Privatisation in public education”.....................................................................................22
5.2.2. Exogenous: “Privatisation of public education”.......................................................................................23
5.3. Impact of privatisation........................................................................................................................................24
5.4. And now what…?................................................................................................................................................24
5.5. Discussion and debate........................................................................................................................................25
5.6. Seminar 3............................................................................................................................................................25
6. Lifelong learning and qualification.......................................................................................................................26
6.1. Introduction........................................................................................................................................................26
6.2. Governmentalisation of learning: main thesis....................................................................................................26
6.3. From the social state … (welfare state/liberalism)..............................................................................................26
6.4. To the learning state (neoliberalism/advanced liberalism).................................................................................26
6.5. The learning apparatus (leerapparaat)................................................................................................................28
, 6.5.1. The importance of qualification (see text by Cort)...................................................................................29
6.5.2. What does the learning apparatus do?....................................................................................................29
6.6. Discussion and debate........................................................................................................................................30
6.7. Seminar 6: UNESCO: reimagining our futures together, a new social contract for education............................31
7. Accountability (= verantwoordelijkheid)..............................................................................................................32
7.1. Introduction........................................................................................................................................................32
7.2. Working definition..............................................................................................................................................32
7.3. Exercise...............................................................................................................................................................33
7.4. Lingard, Sellar & Lewis on ‘Accountabilities in schools and school systems’.......................................................33
8. Digits and digit(al)isation.....................................................................................................................................36
8.1. Introduction........................................................................................................................................................36
8.2. Digitalisation: working definition........................................................................................................................36
8.3. Digital governance of education.........................................................................................................................36
8.4. Alternative? Resistance?.....................................................................................................................................38
8.5. Some concrete cases...........................................................................................................................................39
,Educational policy: introduction
Exam: 25/11 written exam, closed book (1 concept you can bring with you) → 1 A4
Important to ‘know’ the main concepts → use this on examples
Exam: take the critical educational policy scholar stance!
1. Introduction to (critical) educational policy studies (a lens to look with)
Theory
2. Neoliberalism (as a mode of governance)
3. Governing (ourselves through):
- Privatisation and commercialisation Concrete
themes
- lifelong learning and qualification
Analysis of a
- accountability and quality management
policy proposal
- numbers, examples and digits
4. Practical exercise: analysis of a policy document → speaker UNESCO
5. Conclusion
1. Introduction to (critical) educational policy studies (part 1) (=
onderwijsbeleidstudies)
= a lens to look at educational policy
- Importance of ‘critical’
- (Trans) national policies
- Do not generalize, but look at context!
1.1. Central focus course: critical educational policy studies (CEPS)
Educational policy = field of practice
2 different forms:
- Educational policy studies
o Inscribe themselves in policies: to improve policy and focus on problem solving
o Ex. Measure the efficiency of a policy measure: comparative studies, effectiveness studies (PISA)
- Critical educational policy studies
o Does not insert itself uncritically in existing policy system, but looks at these policies critically
o How is education governed/how are we governed? In whose name? In whose interest?
o Be critical, distance yourself from policy, context, outcome, consequences, laws that is very known
Making familiar again unknown
o Also want to improve, but do not work directly with the policy maker
More with social movements, an indirect way, more with other parties
1.2. A short history of critical educational policy studies
After WW II: emergence of welfare state (≈ emergence of policy sciences) (beleidswetenschapen)
Social scientists emerged (not studies yet)
- Goal: contribute to the further development of the Western democratic state
- Driven by a:
o Strong belief in the central role of the state to manage societal problems through policies
o Scientific problem-oriented rationality: science can contribute to solving societal problems
- Study issues such as employment, effectiveness, equality, …
o Do research to improve the policy
- Multidisciplinary: economists, social scientists, political scientists, …
- Work close with welfare state: solve societal problems & inform policy making to create better policies
- Policy process: problem solving as a main focus of public policy
o Include a value orientation: say which solution is better than others
o But the research itself could be conducted objectively
, 1960-1970’s: full-blown interventionist welfare state (≈ boom of policy sciences)
- Alliance between (social) sciences and welfare state/public policy
o Not only to reflect but also influence future policy
o Work together with policy makers to improve policies
- Policy scientists are expected to collect data to support and inform public policy
o Data collection: comparative studies, evaluation research, planning, …
- Policy scientists inscribe themselves in the existing policies (‘neutral’)
- Policy research increasingly funded by government
1980-1990’s: Crisis of the welfare state (≈ start of critical educational policy studies)
- Connection between social sciences and welfare state/policy breaks
- Crisis of welfare state → emergence of neoliberal and neoconservative policies
o Minimal state
o Dismantling welfare state
o Price system as regulator → treats citizens as consumers (deregulation, marketisation, competition)
- Disagreement between specific group of social scientists and specific groups of policy makers on the policies
themselves and the definition of the problems to tackle
o Changing funding streams for policy studies
o Critical theory
- A dichotomy arises in the studies of educational policy scientists
Educational policy sciences/scientists Critical educational policy studies/scholars (CEPS)
- Not critical of policies = the perspective of this course
- Work with policy makers for problem solving - Social equality, emancipation, freedom
- See themselves as neutral - Basic democratic values and distance yourself
- Inserts itself in way in which policies are framed from policy-making process/field
- Focus on policy texts/policy outcomes - Look critically at reality: how power and interest
o Make them more efficient are formed and themselves form reality
- Difference between “study of policy” and “critical - Driven by values that strongly link to welfare state
advocacy” (not really critically advocate) - Does not insert itself into the way in which policies
- Policy research is value-free are framed, but looks at them critically
- Focus on policy context (wide conception of policy)
- Critical advocacy (Kritische belangenbehartiging)
- Critique on policy-knowledge alliance:
- policy research is not value free
1.3. Three characteristics of critical educational policy studies
1. Study of policy system driven by educational, social, moral concerns
NOT ABOUT CONCERN ABOUT
- effectiveness, efficiency of policy - Concern for social justice, democracy, equality,
- directly improving the policy emancipation in education as starting point
- Re-reading: Making familiar again unknown
→ They have different ideas about what is the truth → it’s value driven and never neutral
2. Broad conception of policy (including power, politics and policy in strict sense)
o Questioning the existing assumptions/power relations that support the educational policy
framework
Put into question the distinction between policy and politics
Policy = filled with power
↔ classical distinction between:
o Politics = conflict/interests/power
o policy= rational decision making
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller EmmaP. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $5.85. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
80435 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now