The Experts below are selected from a list of 57852 Experts worldwide ranked by ideXlab platform
Deborah Tranter - One of the best experts on this subject based on the ideXlab platform.
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social justice in australian higher Education Policy an historical and conceptual account of student participation
Critical Studies in Education, 2011Co-Authors: Trevor Gale, Deborah TranterAbstract:This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher Education Policy. It maps the changes in this Policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent Policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over this time span and what these have meant and will mean for students, particularly those from low socio-economic backgrounds. It concludes that a relational understanding of social justice – ‘recognitive justice’ – is yet to inform student equity Policy in higher Education, although this is now what is required in the context of the planned shift from mass to universal participation.
Bob Lingard - One of the best experts on this subject based on the ideXlab platform.
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the impact of research on Education Policy in an era of evidence based Policy
Critical Studies in Education, 2013Co-Authors: Bob LingardAbstract:Currently, when there is a lot of political talk about the need for evidence-based Policy', and when public Policy seeks to calibrate research quality and impact, there is a pressing need to reconsider the relationships between Education/al research and Education Policy. This article seeks to do this, beginning with considerations of the contested and changing character and practices of Education, Education Policy and Education/al research, and the competing and complex definitions of the meaning of research impact. The article considers the distinctions between research of and research for Policy. The apparently disjunctive cultures of academic research and Policy-making in Education are documented for understanding research-Policy relationships in Education. Yet, there is also a need to acknowledge the overlap between these cultures, particularly in respect of the categories of Policy-makers and researchers and movement across the categories in career terms. The article demonstrates that research affects Policy in multiple, yet mediated ways in varying timeframes. The more academic research usually has its effects in the longer term, impacting the assumptive worlds of Policy-makers, while commissioned research seeks more direct shorter-term impact. Finally, we also need to consider the capacities of Policy-makers and Educational systems to be receptive to research.
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new scalar politics implications for Education Policy
Comparative Education, 2011Co-Authors: Bob Lingard, Shaun RawolleAbstract:This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative Education specifically focused on Education Policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with ‘methodological nationalism’. The paper argues that globalisation has witnessed a rescaling of Educational politics and Policymaking and relocated some political authority to an emergent global Education Policy field, with implications for the functioning of national political authority and national Education Policy fields. This rescaling and this reworking of political authority are illustrated through two cases: the first is concerned with the impact of a globalised Policy discourse of the ‘knowledge economy’ proselytised by the OECD and its impact in Australian po...
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The impact of research on Education Policy
2010Co-Authors: Bob LingardAbstract:This chapter is concerned with the impact of doctoral research on Policy making in Education. Doctoral research is regarded as having a central purpose a contribution to knowledge and understanding, a purpose similar to that of academic research in educaiton, while the impact on Education Policy also works in similar ways. We can also distinguish between doctoral research in educaiton generally and that explicitly focused on Education Policy. There are also professional doctorates in Education, which seek a more direct Policy and practice impact, but which also have an outcome criterion of contribution to knowledge.
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globalizing Education Policy
2009Co-Authors: Fazal Rizvi, Bob LingardAbstract:Rizvi and Lingard's account of the global politics of Education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in Education Policy, their effects - structural and individual - and resistance to them. In the enormous body of writing on globalisation this book stands out and will become a basic text in Education Policy courses around the world. - Stephen J Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK, In what ways have the processes of globalization reshaped the Educational Policy terrain?, How might we analyse Education policies located within this new terrain, which is at once local, national, regional and global? In Globalizing Education Policy, the authors explore the key global drivers of Policy change in Education, and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which Educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about Educational governance. They also suggest that whilst in some countries these precepts are resisted, to some extent, they have nonetheless become hegemonic, and provide an overview of some critical issues in Educational Policy to which this hegemonic view of globalization has given rise, including: devolution and decentralization new forms of governance the balance between public and private funding of Education access and equity and the Education of girls curriculum particularly with respect to the teaching of English language and technology pedagogies and high stakes testing and the global trade in Education. These issues are explored within the context of major shifts in global processes and ideological discourses currently being experienced, and negotiated by all countries. The book also provides an approach to Education Policy analysis in an age of globalization and will be of interest to those studying globalization and Education Policy across the social sciences.
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The sociology of Pierre Bourdieu and researching Education Policy
Journal of Education Policy, 2008Co-Authors: Shaun Rawolle, Bob LingardAbstract:Bourdieu did not write anything explicitly about Education Policy. Despite this neglect, we agree with van Zanten that his theoretical concepts and methodological approaches can contribute to researching and understanding Education Policy in the context of globalisation and the economising of it. In applying Bourdieu’s theory and methodology to research in Education Policy, we focus on developing his work to understand what we call ‘cross‐field effects’ and for exploring the emergence of a ‘global Education Policy field’. These concepts are derived from some of our recent research concerning globalisation and mediatisation of Education Policy. The paper considers three separate issues. The first deals with Bourdieu’s primary ‘thinking tools’, namely practice, habitus, capitals and fields and their application to Policy studies. The second and third sections consider two additions to Bourdieu’s thinking tools, as a way to reconceptualise the functioning of Policy if considered as a social field. More speci...
Asya Cooley - One of the best experts on this subject based on the ideXlab platform.
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Funding US higher Education: Policy making theories reviewed
Journal of Higher Education Policy and Management, 2015Co-Authors: Asya CooleyAbstract:Higher Education Policy and politics in the United States (US) has been an issue of studies for several decades. Since the 1960s, researchers have been attempting to understand, explain and extrapolate on the relationships between higher Education funding and political institutions. This review attempts to assess recent studies concerned with US higher Education funding policies. Specifically, research undertaken for this paper followed McLendon’s (2003) suggestion for organising research studies according to four areas of contemporary political science research lines: (a) principal–agent theory, (b) Policy process theories, (c) Policy innovation and diffusion theory, and (d) comparative perspectives on government political systems. The studies selected for this review advance our knowledge of the forces that drive policies as well as address the issues that higher Education institutions are facing: accountability, affordability and access.
Melanie Walker - One of the best experts on this subject based on the ideXlab platform.
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towards a capability based theory of social justice for Education Policy making
Journal of Education Policy, 2006Co-Authors: Melanie WalkerAbstract:Increasingly there is interest in development studies and specifically in the field of Education in taking up Amartya Sen’s capability approach as a framework for theorizing, implementing and evaluating Education Policy as a matter of social justice. This paper sets out to contribute to the emerging debate and to show how the capability approach offers an assertive alternative discourse to dominant human capital ideas in Education. It considers core ideas of capability and functioning, and the emphasis in Sen’s approach on each person’s freedom and opportunities to develop valued beings and doings. The article then shows more concretely how the ideas might be operationalized by producing a provisional, situated list of Education capabilities, with specific attention to gender equity in contemporary South African schools. It closes by presenting and emphasizing the importance of public debate and discussion around the Policy potential of the theoretical and empirical ideas raised.
Trevor Gale - One of the best experts on this subject based on the ideXlab platform.
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social justice in australian higher Education Policy an historical and conceptual account of student participation
Critical Studies in Education, 2011Co-Authors: Trevor Gale, Deborah TranterAbstract:This article provides a synoptic account of historically changing conceptions and practices of social justice in Australian higher Education Policy. It maps the changes in this Policy arena, beginning with the period following the Second World War and concluding with an analysis of the most recent Policy proposals of the Bradley Review. Concurrently, it explores the different meanings ascribed to social justice, equity and social inclusion over this time span and what these have meant and will mean for students, particularly those from low socio-economic backgrounds. It concludes that a relational understanding of social justice – ‘recognitive justice’ – is yet to inform student equity Policy in higher Education, although this is now what is required in the context of the planned shift from mass to universal participation.
