European Education最新文献

{"title":"A Host of Contradictions: State Compulsion and the Educational Experience of Soviet Russia’s Youth, 1931–1945","authors":"L. Holmes","doi":"10.1080/10564934.2020.1759100","DOIUrl":"https://doi.org/10.1080/10564934.2020.1759100","url":null,"abstract":"Abstract Based on oral and written testimony of pupils and teachers, this essay examines the lived educational experience of the school-age cohort of children in Stalin’s Russia from 1931 to 1945. The state alone determined the structure and curricula of the nation’s schools. However, Soviet youngsters, their parents, and teachers responded to the center’s initiatives in ways that both embraced and defied the attempt to make anew society and humans. They thereby at once hindered, shaped, and advanced the state’s schemes to use the school as an instrument for the creation of a Soviet variant of modernity.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75490999","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}

{"title":"Governance and the Evolving Global Education Order","authors":"S. Carney, E. Klerides","doi":"10.1080/10564934.2020.1769308","DOIUrl":"https://doi.org/10.1080/10564934.2020.1769308","url":null,"abstract":"It is now broadly accepted that education and schooling are being (re)articulated by forces and actors that are well beyond the control of national states. One dominant force is corporate where concerns for market reach and profit-accumulation are changing both the content and processes of education. Exemplary in this regard is the role of Multinational Corporations (MNCs) such as McKinsey & Company, Laureate Education Inc., Pearson plc., Cambridge International or the RAND Corporation (Verger et al., 2016). Other forces are supranational and driven by the political philosophy of “international cooperation” (Karns & Mingst, 2010). Here, familiar and legitimate bodies and organizations reflect political and cultural desires and commitments and are well placed to reshape institutions of learning far beyond the culturally mediated boundaries of the nation and local community. These include regional bodies such as the European Union, the Arab League, the Organization of American States or the African Union, and intergovernmental organizations such as UNESCO, the World Bank, the Organization for Economic Co-operation and Development (OECD) or the Council of Europe. Yet another force is manifest in a growing voluntary or philanthropic sector. Here, new donors (e.g., Open Society Foundation, The Bill and Melinda Gates Foundation) have significantly shaped long-held development priorities in ways that reflect the idiosyncratic views and interests of key elite actors (Verger et al., 2016). Closely related to philanthropy is “an embryonic transnational civil society” (McGrew, 1992, 2010)—a form of society consisting of a plethora of nongovernmental organizations, advocacy networks, think tanks, and communities of learning—which also seeks to regulate, or intervene in, global and local educational affairs. Rather than this evolving global education governance complex signaling an “end of the state,” we are witnessing the arrival of a new, more activist, state. Clearly, the old Westphalian conception of territorially sovereign statehood—the entitlement of states to rule within their own territorial space without external interference including the domain of education—is being displaced and transformed, but is by no means over, especially in the fields of education (Lingard, 2019) and culture (Appadurai, 2006). Locked into thickening and overlapping webs of transnational governance in education, states now assert their sovereignty as a tool of negotiation where power is bartered, shared, and divided amongst a range of global, regional and local actors, processes and institutions. Schooling, learning and the organization of education are thus in transition and on the move. Within this evolving new topography of governance and education, we can sense a new agenda of research that extends beyond the many methodological and theoretical “isms” that currently frame scholarship (Dale & Robertson, 2009). One specific area of interest has been the rise and implication","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91276523","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}

{"title":"Professor Emeritus Dr. Philos. Thyge Winther-Jensen","authors":"R. Cowen, D. Palomba","doi":"10.1080/10564934.2020.1769311","DOIUrl":"https://doi.org/10.1080/10564934.2020.1769311","url":null,"abstract":"At the Conference of the Comparative Education Society in Europe—in Italy in May 2020—it had been intended to honor Thyge Winther-Jensen; who had died, after a short illness, in December 2019. Howe...","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88501105","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}

{"title":"European Discourse on Higher Education Quality Assurance and Accreditation: Recontextualizations in Greece and Cyprus at Times of ‘Crisis’","authors":"Antigone Sarakinioti, S. Philippou","doi":"10.1080/10564934.2020.1765390","DOIUrl":"https://doi.org/10.1080/10564934.2020.1765390","url":null,"abstract":"Abstract European Higher Education (HE) systems have been undergoing reforms for quality assurance and accreditation (QAA) in response to the Bologna process. Through the comparative exploration of the recontexualizations of European policy discourse on HE QAA in the Republic of Cyprus and Greece, we illustrate the differentially centralized and increased governmental control over the two HE sectors as well as emerging changes in the relations between HE institutions and the state in the two countries.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73271171","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}

{"title":"Language Policy and the Internationalization of Universities. A Focus on Estonian Higher Education","authors":"Merli Tamtik","doi":"10.1080/10564934.2020.1792623","DOIUrl":"https://doi.org/10.1080/10564934.2020.1792623","url":null,"abstract":"In the era of increased economic competitiveness and the global race to secure skilled labor, non-anglophone higher education institutions find themselves in a complicated situation. On one hand, t...","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74290870","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}

{"title":"Fabricating Education through PISA? An Analysis of the Distinct Participation of China in PISA","authors":"H. Candido, Anyara Granskog, Lai Cheuk Tung","doi":"10.1080/10564934.2020.1759097","DOIUrl":"https://doi.org/10.1080/10564934.2020.1759097","url":null,"abstract":"Abstract PISA allows for comparisons and contributes to the distribution of certain types of capital among countries, which is converted into soft power. Education has been considered an important pillar of the increased status and power China holds globally. However, Chinese participation in PISA differs from other countries, whereby only some of China’s wealthiest areas participate rather than the entire country. Our research investigates China’s distinct participation in PISA and its political implications through an analysis of the discourses of China and the OECD. Our findings point toward an intertwinement between local agency and global scripts regarding Chinese involvement in PISA.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74192751","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}

{"title":"Combining Global and Local Narratives: A New Social History of the Expansion of Mass Education?","authors":"J. Westberg","doi":"10.1080/10564934.2020.1727750","DOIUrl":"https://doi.org/10.1080/10564934.2020.1727750","url":null,"abstract":"Abstract This article discusses how an increased interest in the global, the international and the cross-national may be informed by the recently renewed focus upon the social and economic history of education. The history of school buildings in a comparative framework offered here illustrates how such approaches also have important contributions to make to the study of international and cross-national phenomena. This article therefore makes a case for a social history turn in this field.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76466591","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}

{"title":"Fragile Legitimacy: Exclusive Boarding Schools Between the Meritocratic Norm and Their Clientele’s Desire for a Competitive Advantage","authors":"JA Erichsen, Florian Waldow","doi":"10.1080/10564934.2020.1723420","DOIUrl":"https://doi.org/10.1080/10564934.2020.1723420","url":null,"abstract":"Abstract Exclusive boarding schools in social environments where the meritocratic norm is prevalent are faced with a tension between parents’ desire to give their children a head start in the competition for educational qualifications, social prestige and jobs on the one hand and the powerful social norm of advancement by merit under conditions of “equal opportunity” on the other. This article looks at how two exclusive boarding schools, Eton College in England and Schule Schloss Salem in Germany, deal with this double challenge in presenting themselves to their environment, attempting to preserve social legitimacy while staying attractive to their clientele. The article shows that the ways in which the schools deal with these conflicting demands depends strongly on the differing systems contexts they find themselves in.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74669276","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}

{"title":"Internationalization and Local Research Capacity Strengthening: Factors Affecting Knowledge Sharing Between International and Local Faculty in Kazakhstan","authors":"Aliya Kuzhabekova, Jack T. Lee","doi":"10.1080/10564934.2020.1723422","DOIUrl":"https://doi.org/10.1080/10564934.2020.1723422","url":null,"abstract":"Abstract This study explores factors influencing the extent of engagement of international faculty in developing local research capacity. Drawing on ideas from research on knowledge sharing and on “intellectual commons,” we found that while the faculty share explicit knowledge in publications and tacit knowledge by providing apprenticeship opportunities for their students, they remain disengaged from building capacity of local academics. We argue that the main reasons for this disengagement is ambiguity in interpretation of the social contract, ineffective reward structures, and the lack of tenure contracts.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85312212","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}

{"title":"Who Is Setting the Agenda? OECD, PISA, and Educational Governance in the Countries of the Southern Cone","authors":"F. Acosta","doi":"10.1080/10564934.2020.1725390","DOIUrl":"https://doi.org/10.1080/10564934.2020.1725390","url":null,"abstract":"Abstract For the last 30 years international assessments have become more widespread and systematic, and their influence on education policy has increased: the OECD through the PISA tests has played a major role in this process. This article reflects on the case of the countries of the Southern Cone: Argentina, Uruguay, and Chile. It analyzes the relationship between the OECD, PISA and the education policy agenda setting as part of the process of internationalization of schooling.","PeriodicalId":44727,"journal":{"name":"European Education","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79611633","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}