Education Policy Analysis Archives最新文献_第8页

Regionalization and policy mobilities in comparative perspective: Composing educational assemblages in quasi-federal polities 比较视角下的区域化与政策流动:准联邦制下教育组合的构成

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-06-13 DOI: 10.14507/epaa.31.6764

Tavis D. Jules, Florin D. Salajan

{"title":"Regionalization and policy mobilities in comparative perspective: Composing educational assemblages in quasi-federal polities","authors":"Tavis D. Jules, Florin D. Salajan","doi":"10.14507/epaa.31.6764","DOIUrl":"https://doi.org/10.14507/epaa.31.6764","url":null,"abstract":"We employ a policy assemblage, mobilities, and mutations framework to analyze the geographies that constitute and reflect educational policy circulation at the regional or supranational level in trans-regional regimes and/or quasi-federal polities such as the European Union (EU) and the Caribbean Community (CARICOM). Recognizing that policies are mobile in a fragmentary fashion as they are re/dis/assembled in specific ways, places, and purposes, we move beyond methodological nationalism and pay attention to the make-up of policies as they are in motion and the places they affect. In other words, using the trans-regional and/or quasi-federal level, we juxtapose the tensions between policy as fixed, territorial, or place-specific against the dynamic, regional, and relational policy elements. Methodologically, we use a comparative federalist lens to trace and examine the distillation, translation, and mobilization of education policy across and between quasi-federal polities. In this sense, epistemologically, we further explicate the manner in which such policy instruments move across the various interconnected units and sites composing these federal-type entities, while (re)territorializing and deterritorializing what we construe as complex educational assemblages. We show that contra to the extant literature, in Europe/EU and the Caribbean/CARICOM, movement, and mobility involves the connectivity between policymaking sites, and policies arrive at their destination in the same form as they appeared elsewhere, allowing for forms of discursive isomorphism.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47105414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Taming the time zone: National large-scale assessments as instruments of time in the Russian Federation 驯服时区：作为俄罗斯联邦时间工具的国家大规模评估

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-06-13 DOI: 10.14507/epaa.31.7323

Nelli Piattoeva, N. Vasileva

{"title":"Taming the time zone: National large-scale assessments as instruments of time in the Russian Federation","authors":"Nelli Piattoeva, N. Vasileva","doi":"10.14507/epaa.31.7323","DOIUrl":"https://doi.org/10.14507/epaa.31.7323","url":null,"abstract":"Nationwide large-scale assessments (NLSA)—an example of cross-border policy mobility—manifest a proliferating means of governing formal schooling. In the Russian context, NLSA takes the form of a compulsory graduation examination called the Unified State Examinations (USE). In this article, we explore how a mobile policy instrument of the NLSA participates in the relational processes of time- and space-making in a particular federated context of Russia, and how this process intertwines with and is shaped by the presence of multiple time zones. We argue that NLSA is an instrument of time that attempts to achieve centralization of the complex federated structure of the Russian Federation. Yet, the work of the NLSA is not a smooth process in a country characterized by territorial vastness, a complex federated structure, and the existence of multiple time zones. Guided by the theory of logistical power and sociological perspectives on time, as well as empirical insights, we show how the time zones need to be tamed in order for the NLSA to exercise its centralizing role. Discursively, the time zone is introduced and publicly discussed to symbolically characterize Russia and justify political actions or their outcomes. Bureaucratically, the desire for simultaneity and synchronicity takes the form of a meticulous ordering of a sequence of actions through prescriptive documentation that regulates the NLSA. Technologically, synchronicity, simultaneity, and instantaneousness rely on and engender an expanding national infrastructure that mediates social relations and the processes of conducting the NLSA, cutting across the time zones and federal units. Based on this analysis, we propose that scholarship on policy mobility and education policy sociology at large could benefit from examining the relationship between time and education policy and governance in four intertwined ways: the time of policy, context as time, policy instruments as instruments of time, and time in policy instruments.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48651583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Construcción de subjetividades fronterizas de la niñez por las políticas educativas chilenas en contextos de migración 移民背景下智利教育政策对儿童边界主体性的建构

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-06-06 DOI: 10.14507/epaa.31.7671

Sara Joiko

{"title":"Construcción de subjetividades fronterizas de la niñez por las políticas educativas chilenas en contextos de migración","authors":"Sara Joiko","doi":"10.14507/epaa.31.7671","DOIUrl":"https://doi.org/10.14507/epaa.31.7671","url":null,"abstract":"El artículo tiene por objetivo analizar críticamente cómo las políticas educativas a nivel nacional han contribuido en la pre-construcción de un determinado tipo de sujeto que estaría influyendo en las experiencias educativas de niñas, niños y adolescentes migrantes o hijas/os de migrantes, con especial foco en el Norte Grande de Chile. En particular el artículo está basado en un estudio cualitativo donde se realizaron entrevistas semi-estructuradas a informantes claves y una sistematización de políticas públicas. Para el trabajo teórico-empírico, se articulan dos corrientes teóricas: los estudios fronterizos junto a la interculturalidad crítica. A partir del análisis, se concluye que las diferentes formas de pre-figuración de un determinado tipo de sujeto que se reproduce a través de las políticas educativas influyen directamente en la inclusión de las niñas, niños y adolescentes migrantes o hijas/os de migrantes tanto en sus procesos de enseñanza-aprendizaje como en las relaciones que se establecen dentro de las comunidades educativas. Estas dimensiones tienen relación con el adultocentrismo presente en las políticas públicas; la jerarquización de acuerdo a aspectos socioculturales y la insistencia de la narrativa de la legalidad de las y los niñas y niños. ","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43703093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A avaliação pedagógico-curricular no ensino primário: Uma revisão sistemática da literatura 小学教育教学课程评价：文献综述

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-06-06 DOI: 10.14507/epaa.31.7875

P. Duarte, D. Fonseca

引用次数: 0

Durability and debate: How state-level policy actors frame school choice 持久性和争论:州级政策参与者如何构建学校选择

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-06-06 DOI: 10.14507/epaa.31.7749

Eupha Jeanne Daramola, Taylor N. Allbright, Julie A. Marsh, Huriya Jabbar, Kate E. Kennedy

引用次数: 0

Um histórico do processo de institucionalização da participação no Brasil e suas implicações para as políticas educacionais 巴西参与制度化进程的历史及其对教育政策的影响

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-05-30 DOI: 10.14507/epaa.31.7811

Tauã Carvalho de Assis, M. Gohn

引用次数: 0

La política de lo educativo en el “Reggio Emilia Approach” 75 años después: Diálogos sobre la belleza del espacio escolar con Vea Vecchi, Maddalena Tedeschi y Carlotta Ferrozzi 75年后“雷吉奥·埃米莉亚方法”中的教育政策：与维娅·韦奇、玛德莱娜·特德斯基和卡洛塔·费罗齐就学校空间之美进行对话

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-05-30 DOI: 10.14507/epaa.31.7889

Ana Márquez-Román, Encarnación Soto Gómez

{"title":"La política de lo educativo en el “Reggio Emilia Approach” 75 años después: Diálogos sobre la belleza del espacio escolar con Vea Vecchi, Maddalena Tedeschi y Carlotta Ferrozzi","authors":"Ana Márquez-Román, Encarnación Soto Gómez","doi":"10.14507/epaa.31.7889","DOIUrl":"https://doi.org/10.14507/epaa.31.7889","url":null,"abstract":"Hablar de las escuelas de Reggio Emilia es hablar de un proyecto educativo, político, ético y estético que continúa con plena vigencia más de medio siglo después de su nacimiento. Bajo una concepción del espacio como \"tercer educador\", este proyecto ha repensado desde sus inicios el diseño de lugares bellos y promotores de aprendizajes creativos, críticos y relevantes. ¿Qué principios sustentan el diseño de estos lugares?, ¿qué se entiende por un espacio bello?, ¿de qué manera la investigación sobre el espacio puede transformar la realidad cotidiana en las escuelas? Este artículo recoge el diálogo contrastado de tres pensadoras referentes en el “Reggio Emilia Approach”: Vea Vecchi, Maddalena Tedeschi y Carlotta Ferrozzi. Sus testimonios ayudan a comprender la relevancia de un proyecto educativo vinculado a la comunidad y a una imagen de infancia como ciudadanía, donde la calidad del espacio se define por la calidad de las relaciones que este permite y activa. Relaciones que se promueven desde la reflexión compartida entre docentes y otros profesionales a través de procesos de documentación pedagógica que, a su vez, estimulan el desarrollo profesional de maestras y maestros.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45518152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Framing neoliberalism: A content analysis of Ley de Reforma Educativa de Puerto Rico 构建新自由主义：波多黎各教育改革的内容分析

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-05-30 DOI: 10.14507/epaa.31.7494

Patricia M. Virella

{"title":"Framing neoliberalism: A content analysis of Ley de Reforma Educativa de Puerto Rico","authors":"Patricia M. Virella","doi":"10.14507/epaa.31.7494","DOIUrl":"https://doi.org/10.14507/epaa.31.7494","url":null,"abstract":"The American educational policy agenda has been fraught with neoliberal laws that center educational improvement and innovation (Barros, 2012). Neoliberalism operates on the premise that market competition will spur excellence in educational opportunities and decrease the education debt in marginalized communities (Fejes & Salling Olesen, 2016). Moreover, in the case of urban education systemic reforms, researchers need to endeavor how marginalized communities relay their concerns or endorsements in the media. News articles are one appropriate unit of analysis for investigating this problem. In this paper, I examine how an education reform law in Puerto Rico, Ley de Reforma Educativa de Puerto Rico (LREPR), was reported on in the four most popular newspapers on the Island. Conducting content analysis of newspaper articles produced findings that contribute to the policy literature by describing three central frames found in the media coverage of LREPR: (a) rhetoric on the “Free Selection of Schools” school voucher program, (b) the effects of mass school closures on municipalities, and (c) rhetoric on Alianza Schools—Puerto Rico’s Charter Schools Initiative. I close with how the frames depart from the Republican-leaning political affiliation of the newspapers and present a collective resistance to the neoliberal education reform policy.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48704116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Significados de docentes de educación para jóvenes y adultos en Chile y España, sobre el abandono escolar 智利和西班牙青年和成人教育教师对辍学的意义

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-05-23 DOI: 10.14507/epaa.31.7526

Tabata Contreras-Villalobos, Verónica López, J. Lalueza

{"title":"Significados de docentes de educación para jóvenes y adultos en Chile y España, sobre el abandono escolar","authors":"Tabata Contreras-Villalobos, Verónica López, J. Lalueza","doi":"10.14507/epaa.31.7526","DOIUrl":"https://doi.org/10.14507/epaa.31.7526","url":null,"abstract":"El Abandono Escolar (AE) es un proceso complejo, marcado por la desigualdad y exclusión, que sufren quienes no cumplen con ritmos y aprendizajes esperados. Es la Educación Para Jóvenes y Adultos (EPJA) quien acoge a estas personas. Sin embargo, su labor es invisibilizada, dificultando con ello la posibilidad de dar solución y respuesta a los múltiples desafíos que afrontan. Al respecto, encontramos dos países que han bajado sus cifras de AE, pero que no cuentan con el reconocimiento político y económico que les apoye. Son los y las docentes quienes podrían estar ejerciendo un rol clave para revertir el fenómeno. Por tanto, se plantea como objetivo comprender los significados de docentes EPJA en Chile y España sobre el AE, para dilucidar abordajes de acción. A través de una metodología cualitativa y estudio de caso múltiple, se analizaron 25 entrevistas correspondientes a docentes EPJA. Como resultado, existe una lectura sistémica de AE indicando que es el sistema educativo quien abandona, definiendo una identidad docente particular que sufre también el AE y que enfrenta el fenómeno a través del vínculo y acompañamiento. Elementos coherentes con una lógica de cuidado, literacidad crítica y justicia social que busca transformar y mejorar el sistema educativo.","PeriodicalId":11429,"journal":{"name":"Education Policy Analysis Archives","volume":" ","pages":""},"PeriodicalIF":0.4,"publicationDate":"2023-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43547733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward ensuring the equitable allocation of federal funding: An analysis of Hispanic-serving institutions’ pursuit and receipt of Title V grants 确保联邦资金的公平分配:对西班牙裔服务机构追求和接受第五章拨款的分析

IF 0.4

Education Policy Analysis Archives Pub Date : 2023-05-23 DOI: 10.14507/epaa.31.7281

Stephanie Aguilar-Smith, J. Yun

引用次数: 1