Policy Futures in Education最新文献_第10页

Cooperation With Parents Before and During Covid19 for Sustainable Learning Through Formative Assessment 在2019冠状病毒病之前和期间与家长合作，通过形成性评估实现可持续学习

IF 1.5

Policy Futures in Education Pub Date : 2023-05-17 DOI: 10.1177/14782103231175534

V. Buza, R. Shala, Blerina Haraqija

引用次数: 0

Educational policies in early childhood education programs in Kenya and Nepal: Challenging unjust binary mindset around curricula practices 肯尼亚和尼泊尔幼儿教育项目中的教育政策：挑战课程实践中不公正的二元心态

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Policy Futures in Education Pub Date : 2023-05-17 DOI: 10.1177/14782103231176587

Lydiah Nganga, Samara Madrid Akpovo, John Kambutu, Sapna Thapa, A. Mwangi

{"title":"Educational policies in early childhood education programs in Kenya and Nepal: Challenging unjust binary mindset around curricula practices","authors":"Lydiah Nganga, Samara Madrid Akpovo, John Kambutu, Sapna Thapa, A. Mwangi","doi":"10.1177/14782103231176587","DOIUrl":"https://doi.org/10.1177/14782103231176587","url":null,"abstract":"Educational policies and practices in the current age of heightened globalization are increasingly grounded on unjust binary curriculum approaches that favor educational designs from Minority-World countries at the expense of epistemologies of indigenous people in Majority-World nations that are typically deemed culturally inferior (Gupta, 2015). Essentially, those opposing binaries promote neocolonial and neoliberal ideologies while disregarding lived cultural contexts of people in Majority-World countries (Lee, 2012). To grapple with this conundrum, this ethnographic study examined how educators in Kenya and Nepal (N = 26) contested, constructed, and transformed educational practices in contexts of globalization, neocolonialism, and neoliberalism. Qualitative data from four schools in Kathmandu, Nepal (16 participants) and two schools in Kenya (10 participants) revealed that educators struggled with issues of intellectual imperialism. Therefore, they strived to deconstruct the existing unjust binary curricula policies by embracing pluralist educational discourses essential to sustaining indigenous languages and dialects. In doing so, those educators focused on advancing local cultural values, rights, and ideologies without antagonizing influential stakeholders from Minority-World nations.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48005386","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

Dutch first in Dutch higher education policy 荷兰高等教育政策中的荷兰第一

IF 1.5

Policy Futures in Education Pub Date : 2023-05-15 DOI: 10.1177/14782103231175943

Jessica Schiltmans

{"title":"Dutch first in Dutch higher education policy","authors":"Jessica Schiltmans","doi":"10.1177/14782103231175943","DOIUrl":"https://doi.org/10.1177/14782103231175943","url":null,"abstract":"In the past 15 years, the number of international students in tertiary education doubled to reach 5.6 million students in 2018 and is expected to grow to 6.9 million in 2030 (Choudaha and Van Rest, 2018). In the Netherlands, the percentage of international degree seeking students is relatively high and growing fast from 4% in 2010 to more than 10% in 2017 where the average in OECD countries was 6% (OECD, 2020). Initially, this growth was perceived as positive, seen as a sign of good quality of Dutch higher education, and it was stimulated by government policy. However in the past few years, this development has led to a public debate on the downsides of this growth; the accessibility- and the quality of higher education (IBO, 2019). The latter being impacted by increased pressure on HEI because of growing student numbers. The use of the English language is also part of the discussion on quality. The debate eventually resulted in a policy proposal called Taal en Toegankelijkheid which translates into Language and Accessibility that was sent to the House of Representatives by the Minister of Education, Culture and Science (OCW) in September 2019 (Van Engelshoven, 2019b). The aim of the bill is to safeguard the quality of education, promote Dutch language skills, to guarantee accessibility of higher education and to control the influx of international students in the Netherlands (Van Engelshoven, 2019a). Before the bill was approved by the Senate, the Dutch Cabinet stepped out of power in January 2021 and the bill was declared controversial which means no decision will be made until a new Cabinet is installed (Bikker, 2021). Using the Multiple Streams Framework (MSF), this paper unravels the agenda-setting process that has led to the aforementioned government policy proposal.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41612523","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

The 2010–15 coalition government and the legacy of free schools in England 2010-2015年联合政府与英国免费学校的遗产

IF 1.5

Policy Futures in Education Pub Date : 2023-05-15 DOI: 10.1177/14782103231176360

B. Williams

{"title":"The 2010–15 coalition government and the legacy of free schools in England","authors":"B. Williams","doi":"10.1177/14782103231176360","DOIUrl":"https://doi.org/10.1177/14782103231176360","url":null,"abstract":"Free schools were a flagship policy of the Conservative-Liberal Democrat coalition (2010–15), aligned with the broader academisation programme, yet both consolidating and transcending New Labour’s educational narrative between 1997 and 2010. Driven by political ‘modernisers’ such as Prime Minister David Cameron and his Education Secretary Michael Gove, these schools were framed as an innovative and revitalised educational policy approach, aspiring to eclipse previous ‘failed’ policies of both left and right. They proposed greater autonomy and liberation from statist bureaucracy, incorporating non-state bodies as providers, while remaining within the broader state educational structure. Primarily exported from Scandinavia as ‘all-ability’ schools, and with a distinctive autonomous and communitarian element, yet analysis and measurement of the impact of free schools both internationally and domestically has since been mixed. The article seeks (with the benefit of added hindsight and perspective) to focus on the circumstances in which this policy was implemented from 2010, assessing various challenges it faced within a coalition government environment, while ultimately analysing its overall impact on the English educational system in subsequent years.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310191","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

Sustaining opportunities and mutual partiality through Collaborative Online International Learning in South Africa 在南非通过合作在线国际学习保持机会和相互偏袒

IF 1.5

Policy Futures in Education Pub Date : 2023-05-15 DOI: 10.1177/14782103231176359

A. Naicker

引用次数: 0

Alternative futures of Finnish comprehensive school 芬兰综合学校的另类未来

IF 1.5

Policy Futures in Education Pub Date : 2023-05-05 DOI: 10.1177/14782103231173615

Päivi Nilivaara, T. Soini

{"title":"Alternative futures of Finnish comprehensive school","authors":"Päivi Nilivaara, T. Soini","doi":"10.1177/14782103231173615","DOIUrl":"https://doi.org/10.1177/14782103231173615","url":null,"abstract":"Inevitable and constant change is challenging school systems worldwide, and COVID-19 has further intensified the debate on the future. This article examines the possible futures of Finnish comprehensive schools through three scenarios generated by analysing data from a Delphi panel of 30 Finnish experts in the field of education. This study contributes to two major intertwining debates: first, who or what determines the content and goals of the curriculum. The study’s theoretical framework builds on the curriculum as a social practice model, which views curriculum work as interwoven layers and sites of practice. Another topical debate concerns the tension between powerful knowledge and competences in the curricula. This is explored through Young and Muller’s model of three types of knowledge: knowledge of power, tacit knowledge and powerful knowledge. The results show that Finnish comprehensive schools have various substantially divergent trends. In the three scenarios, the role of the teacher as a curriculum maker varies from non-existent to a strong interpreter. International policy flows can be transferred to schools to varying degrees. The three types of knowledge included in Young and Muller’s model can be recognised in the three scenarios. Competences can be identified as learning outcomes in all scenarios, but the intensity varies. Scenarios are not predictions of the future or policy recommendations but an efficient tool for provoking strategic debate, generating new visionary thinking and considering the need for system-wide change in education.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44222901","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

Neoliberalism and neocolonialism in the mix: Evidence of glocalization in the globalization–localization dynamics of early childhood practices in Hong Kong 混合中的新自由主义和新殖民主义：全球化中全球化的证据——香港幼儿实践的本土化动态

IF 1.5

Policy Futures in Education Pub Date : 2023-05-03 DOI: 10.1177/14782103231171977

Jennifer J. Chen

{"title":"Neoliberalism and neocolonialism in the mix: Evidence of glocalization in the globalization–localization dynamics of early childhood practices in Hong Kong","authors":"Jennifer J. Chen","doi":"10.1177/14782103231171977","DOIUrl":"https://doi.org/10.1177/14782103231171977","url":null,"abstract":"Since the 1990s, Hong Kong has been promoting globally-endorsed, Western-derived early childhood ideologies and approaches, such as the Project Approach ( *Chen et al., 2017 ). This orientation appears to be influenced by policies and practices linked to global neoliberalism and neocolonialism. To shed light on the state of knowledge concerning the implementability of the imported “foreign” practices by Hong Kong kindergarten teachers (teaching children ages 3–6), I conducted a research synthesis analyzing the 10 empirical articles that met the inclusion criteria. The analysis was guided by the two existing theoretical frameworks: (1) Tian Shi (timing/temporal), Di Li (context/spatial), Ren He (human capital) ( Chen and Li, 2023 ) and (2) the foreground-middle ground-background ( Chen, 2022 ) as well as the newly proposed globalization– localization interaction dynamics model. A content analysis revealed three salient findings. First, due to the lack of Tian Shi, Di Li, Ren He, Hong Kong kindergarten teachers’ implementation of the imported early childhood approaches with fidelity has been largely unsuccessful. Second, the evidence corroborates the foreground-middle ground-background theory, suggesting that a hybrid approach (combining both the local and global practices) represents the “best” implementable one. Third, the manner in which the teachers implemented the imported practices seemingly reflects a glocalization-dominant pattern. This pattern constitutes one of the four quadrants within my proposed globalization– localization interaction dynamics model. The four quadrants represent the specific degree of interactive dominance: (1) grobalization-dominant (high in globalization and low in localization); (2) glocalization-dominant (high in both localization and globalization); (3) non-committal (low in both globalization and localization); and (4) localization-dominant (low in globalization and high in localization).","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43008577","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

Online teaching during the COVID-19 pandemic: Vietnamese language teachers’ emotions, regulation strategies and institutional policy and management 新冠肺炎大流行期间的网络教学:越南语教师的情绪、监管策略和制度政策与管理

IF 1.5

Policy Futures in Education Pub Date : 2023-05-01 DOI: 10.1177/14782103231178644

A. Phan, L. T. Pham

{"title":"Online teaching during the COVID-19 pandemic: Vietnamese language teachers’ emotions, regulation strategies and institutional policy and management","authors":"A. Phan, L. T. Pham","doi":"10.1177/14782103231178644","DOIUrl":"https://doi.org/10.1177/14782103231178644","url":null,"abstract":"Teaching is often described as one of the most emotion-laden professions. In times of the COVID-19 pandemic, the conversion to online teaching has triggered new emotional experiences of teachers that not many studies have taken into account. Studying emotion from a poststructuralist lens, this study examines the emotional experiences of 10 language teachers in a university in Vietnam and their responses to the new teaching platforms. Analysis of the in-depth semi-structured interviews shows that the pedagogically and technologically distinctive features of online teaching aroused unique challenges for and emotions of the teachers, both positive and negative. Also, the teachers reported a number of strategies to cope with the new situation which we term as in-the-moment and out-of-class emotion regulation. The study highlights the need for acknowledgment and support for teachers in terms of resources, policy and management of institutions in the “new normal situation,” while displaying teachers’ self-reliance and emotional self-regulation. The article calls for attention to teachers emotion as an integral dimension of the profession, regardless of the physical or virtual setting of the classroom.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"21 1","pages":"405 - 422"},"PeriodicalIF":1.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66035851","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

The psychological turn in higher education and the new taxonomy of attitudes and emotions: Denmark as a case study 高等教育中的心理转向与态度和情绪的新分类——以丹麦为例

IF 1.5

Policy Futures in Education Pub Date : 2023-04-28 DOI: 10.1177/14782103231173017

Laura Louise Sarauw, Søren SE Bengtsen, Ourania Filippakou

引用次数: 0

Slogans, political discourse and education: An interview with Ruth Wodak 口号、政治话语与教育——鲁思·沃达克访谈录

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Policy Futures in Education Pub Date : 2023-04-28 DOI: 10.1177/14782103231172841

M. Sardoč, R. Wodak

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