Policy Futures in Education最新文献_第3页

The play of education and market: A literature review on the roles commercial actors play for K-12 education 教育与市场的博弈：关于商业参与者在 K-12 教育中所扮演角色的文献综述

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Policy Futures in Education Pub Date : 2024-04-10 DOI: 10.1177/14782103241240238

Sukriti Verelst, Maarten Simons, Mieke Berghmans

{"title":"The play of education and market: A literature review on the roles commercial actors play for K-12 education","authors":"Sukriti Verelst, Maarten Simons, Mieke Berghmans","doi":"10.1177/14782103241240238","DOIUrl":"https://doi.org/10.1177/14782103241240238","url":null,"abstract":"There has been an abundance of research on commercial actors in education. However, there has hardly been any attempt to streamline the existing ways of thinking about their presence and activity in the field of education. Therefore, the purpose of this article is to do a comprehensive literature review on the involvement of commercial actors in K-12 education. A total of 157 articles published between 2000 and 2023 were reviewed and “involvement of commercial actors in education” was operationalized as the roles they play in education. The research questions answered in this review were as follows: (i) What are the key perspectives that are addressed by researchers regarding the involvement of commercial actors in K-12 education? (ii) Which roles do commercial actors play in K-12 education and what are the issues being raised by researchers regarding each role? Three perspectives when it comes to research on involvement of commercial actors in education were identified: how commercial actors are changing the organization and functioning of K-12 education; how commercial actors are changing the organization and functioning of the education market; and the interaction between school actors and commercial actors. Under each perspective, various roles played by commercial actors were identified. The article demonstrated the multiplicity and diversity in the identified roles and also delved into the need to go beyond any reductionist understanding of commercial actors’ involvement in education. The multiple roles outlined in this review show how commercial actors’ involvement requires disentangling through novel approaches and how their inter-action with education creates the need to ask other important questions about the role of education itself and its key values and principles.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"54 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140587010","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}

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Futuristic scenarios of the general education school: Lithuanian trajectories and implications 普通教育学校的未来设想：立陶宛的发展轨迹和影响

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Policy Futures in Education Pub Date : 2024-04-10 DOI: 10.1177/14782103241244557

Lilija Duobliene, Simona Kontrimiene, Jogaila Vaitekaitis, Justina Garbauskaite-Jakimovska, Sandra Kaire

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The UK’s post-study work visa: Abolition and reinstatement of a degree mobility incentive 英国的学习后工作签证：学位流动奖励的废除与恢复

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Policy Futures in Education Pub Date : 2024-04-03 DOI: 10.1177/14782103241240613

Alshimaa Ahmed, Dan Davies

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The creation of culturally responsive school environments in Ireland: Factors that assist in reducing the gap between policy and practice 在爱尔兰创建符合文化要求的学校环境：有助于缩小政策与实践之间差距的因素

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Policy Futures in Education Pub Date : 2024-03-18 DOI: 10.1177/14782103241240806

Aron Foley, Daniel Faas, Merike Darmody

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‘Tick boxes are just tick boxes’: Problematising evidence-based teaching and exploring the space of the possible through a complexity lens 方框只是方框"：通过复杂性视角质疑循证教学并探索可能的空间

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Policy Futures in Education Pub Date : 2024-03-18 DOI: 10.1177/14782103241240542

Zahid Naz

{"title":"‘Tick boxes are just tick boxes’: Problematising evidence-based teaching and exploring the space of the possible through a complexity lens","authors":"Zahid Naz","doi":"10.1177/14782103241240542","DOIUrl":"https://doi.org/10.1177/14782103241240542","url":null,"abstract":"This article seeks to provide a new paradigm for questioning how quality and excellence in teaching practices are understood and evaluated. By combining ideas from complexity theory and Michel Foucault’s conception of polymorphous correlations, I argue that a shift away from the forms of thought that engender reductionist evaluations can become a starting point to redefine the efficacy of teaching practices. By examining teaching practices through data obtained from interviews and classroom observations at a further education college, this article justifies disrupting our current common sense by which quality is defined in the landscape of educational policies and research. It is necessary, first, to try to unsettle the so-called discourse of evidence-based teaching, resulting in the production and dissemination of universalised pedagogical forms. By exploring how ecological factors affect institutional hierarchies and influence teaching practices, I challenge the notion that power relations in education are solely one-directional and oppressive. Insights from theory and teaching practices suggest that there are new forms of power at play, drawing attention to the concept I refer to as ‘transphenomenal awareness', and offering a more profound understanding of the significance of transcending the confines of pedagogical determinism that presently guides educational policymaking.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"26 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140166497","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}

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Achieving digital education in primary schools: Success factors and policy recommendations 在小学实现数字化教育：成功因素和政策建议

IF 1.5

Policy Futures in Education Pub Date : 2024-03-13 DOI: 10.1177/14782103241238825

Ourania Maria Ventista, Magdalini Kolokitha, Paraskevi Tsani, Georgios Polydoros, Grigorios Arkoumanis

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Fifty years on – limitations and opportunities within Ireland`s higher education system and structures 五十年后--爱尔兰高等教育体系和结构的局限与机遇

IF 1.5

Policy Futures in Education Pub Date : 2024-03-08 DOI: 10.1177/14782103241238495

Breda McTaggart

{"title":"Fifty years on – limitations and opportunities within Ireland`s higher education system and structures","authors":"Breda McTaggart","doi":"10.1177/14782103241238495","DOIUrl":"https://doi.org/10.1177/14782103241238495","url":null,"abstract":"Regional Technical Colleges, later Institutes of Technology, were developed just over fifty years ago in response to a perceived gap in knowledge, skills, and competencies required to promote market growth and success ( Thorn, 2018 ). It was envisaged that this change to Ireland’s higher education landscape would be capable of continuing adaptation to the social, economic, and technological changes (to meet the needs of employers and students (Steering Committee on Technical Education Report to the Minister for Education on Regional Technical Colleges, 1967, 11). Fifty years after this initiative began, the presented paper wishes to reflect and review what is occurring within today’s higher education landscape, posing the question: Did the newly introduced additional higher education institute type evolve from their modest beginnings? Specifically, did they, as suggested by the Steering Committee on Technical Education Report to the Minister for Education on Regional Technical Colleges (1967), avoid the dichotomy and provide students with an opportunity to study in a variety of fields close to their home, or has something else emerged and evolved that is in contradiction to this ambition. This research paper examines these questions using available Higher Education Authority data, considering what this means for student access, equity, and choice within Ireland’s higher education system. The findings of this review suggest that while increased student participation in higher education is evident, the choice for today’s aspiring student is less noticeable or possible within some fields of study because of the socially constructed configuration of Ireland’s higher education system.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"25 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075101","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}

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Investigating VET teachers’ experiences during and post COVID 调查职业教育与培训教师在 COVID 期间和之后的经历

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Policy Futures in Education Pub Date : 2024-03-08 DOI: 10.1177/14782103241238489

Sonal Nakar, Rachel Trevarthen

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A tale of tartan: Diffractive storytelling in response to educational policy for Pākehā educators in Aotearoa New Zealand 格子呢的故事：针对新西兰奥特亚罗瓦 Pākehā 教育工作者的教育政策的衍射故事讲述

IF 1.5

Policy Futures in Education Pub Date : 2024-03-06 DOI: 10.1177/14782103241238046

Naomi Pears-Scown

{"title":"A tale of tartan: Diffractive storytelling in response to educational policy for Pākehā educators in Aotearoa New Zealand","authors":"Naomi Pears-Scown","doi":"10.1177/14782103241238046","DOIUrl":"https://doi.org/10.1177/14782103241238046","url":null,"abstract":"This piece demonstrates a creative practice that invites educators from diverse backgrounds to consider the memories, stories, and cultural histories alive within them. How we carry and know our own stories influences how we can critically and reflexively enact or challenge policies of cultural responsivity in education. Given that the political landscapes in education get remade over and over, the threads of our personal histories remain vital to remember, so they, too, do not move into the realm of forgetting. To connect, in an ongoing way, to our unique heritages and stories is to challenge current policy proposals that intend to privatise historical and cultural education, risking fragmentation and dissociation. This piece uses a diffractive storytelling approach through critical autoethnography to consider how material artefacts are imbued with histories and stories. This article traces my memories as a Pākehā (immigrant of European origin) educator in Aotearoa, New Zealand, from Scotland, through the artefact of a tartan quilt. I demonstrate how educators may use creative practices to remember and trace the threads of their stories through their material artefacts, elucidating the lenses from which they teach so they may equip students with the tools to navigate political influences within their own stories.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"123 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140074839","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}

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An intergenerational comeback: Girls’ education, development, and social capital 代际回归：女童教育、发展和社会资本

IF 1.5

Policy Futures in Education Pub Date : 2024-03-02 DOI: 10.1177/14782103241237320

Sheng-Hsiang Lance Peng

{"title":"An intergenerational comeback: Girls’ education, development, and social capital","authors":"Sheng-Hsiang Lance Peng","doi":"10.1177/14782103241237320","DOIUrl":"https://doi.org/10.1177/14782103241237320","url":null,"abstract":"This article examines the trajectory of global human rights expansion, with a specific focus on the advancement of girls’ and women’s education. By adopting a generational lens and using a reflective standpoint, I unpack the role of gender-specific social capital in fostering agency and empowerment among girls, particularly within the Global South. Building upon Porter’s Girls’ education, development and social change: ‘Seeding, Strengthening and Linking’ (Global Fund for Women) (2016), I propose a civic pedagogical PCCS (Place-based education initiatives, Cost-efficient and ecologically sound innovations, Collective intelligence building, Shared knowledge inquiry) model as a response to humanitarian crises, ideological disparities, and armed conflicts. Additionally, I draw upon the Indian concept of jugaad to comprehend the social, spatial, and economic negotiations in the Global South, enabling strategic resourcefulness. Furthermore, I introduce a Dalitbahujan feminist lens to emphasise the significance of girls’ education in the current decade and beyond. By reexamining Porter’s narratives and considering global circumstances, I focus on the dynamics of gender-oriented social capital. This article enriches the discussion on girls’ education within the frameworks of 21st-century ideologies of neoliberalism, philanthrocapitalism, and neo-capitalism, highlighting the crucial role of collaborative efforts.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":"45 1","pages":""},"PeriodicalIF":1.5,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140018880","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