Policy Futures in Education最新文献_第6页

Analyzing the Finnish University funding system through system-based simulation 通过系统模拟分析芬兰大学资助体系

IF 1.5

Policy Futures in Education Pub Date : 2024-01-31 DOI: 10.1177/14782103241230127

Miia Rissanen, Jyrki Savolainen, Mikael Collan

引用次数: 0

Ethnic studies programs in America: Exploring the past to understand today’s debates 美国的种族研究计划：探索过去，了解今天的辩论

IF 1.5

Policy Futures in Education Pub Date : 2024-01-24 DOI: 10.1177/14782103241229528

Hani Morgan

{"title":"Ethnic studies programs in America: Exploring the past to understand today’s debates","authors":"Hani Morgan","doi":"10.1177/14782103241229528","DOIUrl":"https://doi.org/10.1177/14782103241229528","url":null,"abstract":"The debates that involve banning critical race theory and implementing ethnic studies programs have recently surged. But this is not the first time that controversy about ethnic studies programs and other efforts to promote equity has led to dissension. In the 1960s, similar discord led to violence. Today, right-wing activists are making efforts to prevent ethnic studies programs from being implemented. Many educators and historians, however, are expressing the need to teach the accurate histories of racial and ethnic minority groups at educational institutions. In this article, I argue that today’s resistance to implementing ethnic studies programs is a continuation of the opposition that occurred in the 1960s against this trend and the other efforts that were designed to promote equity. In contrast to the idea that ethnic studies programs contribute to divisiveness, I argue that they offer a better way of teaching students in a country that has become more racially diverse. I retell what happened during the Freedom Summer of 1964 and the strikes at Columbia University and San Francisco State College to offer a perspective that is often neglected when authors describe the movement to ban critical race theory.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139599543","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 politicization of PISA in evidence-based policy discourses 在循证政策论述中将国际学生评估计划政治化

IF 1.5

Policy Futures in Education Pub Date : 2024-01-24 DOI: 10.1177/14782103241227309

Louis Volante, Paola Mattei

引用次数: 0

Challenges of integration of immigrant students into Slovenian primary schools—Perspectives of teachers and other professionals 移民学生融入斯洛文尼亚小学所面临的挑战--教师和其他专业人员的观点

IF 1.5

Policy Futures in Education Pub Date : 2024-01-23 DOI: 10.1177/14782103241229525

Maja Pucelj, A. G. Zoran

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Practicalities and dichotomies of education policy and practice of higher education in the Golden Triangle Area (Southeast Asia): Implications for international development 金三角地区（东南亚）高等教育教育政策和实践的现实性和二分法：对国际发展的影响

IF 1.5

Policy Futures in Education Pub Date : 2024-01-23 DOI: 10.1177/14782103241229520

Shine Wanna Aung, Than Than Aye

{"title":"Practicalities and dichotomies of education policy and practice of higher education in the Golden Triangle Area (Southeast Asia): Implications for international development","authors":"Shine Wanna Aung, Than Than Aye","doi":"10.1177/14782103241229520","DOIUrl":"https://doi.org/10.1177/14782103241229520","url":null,"abstract":"Following the paradigm of globalization and development as a means of achieving a better life from the domestic sphere to the international landscape, different stakeholders including scholars, researchers, practitioners, policy makers, and institutions have been focusing on better informed policy and practice with an embedded mission of international development. Educational policymaking and implementation processes of a nation-state are constrained by global economic and political environments. The ongoing status of educational efforts in each country and disputing factors to the implementation of the education policies were examined. In this study, systematic literature review was conducted on the research of higher education policy in line with globalization and internationalization to depict the practicalities and dichotomies in implementing the sectors at the Golden Triangle Area (Laos, Myanmar, and Thailand). The internationalization of higher education in Golden Triangle Area needs promoting its strategic advantage in offering business opportunities through government policies to further promoting as an affordable study destination and attracting international students from ASEAN countries. The factors affecting the higher education quality and capacity of Laos, Myanmar, and Thailand include the need for better quality, barriers to research capacity development, the policy process of quality assurance, and the initiatives for internationalization in all three countries.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139605421","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

Competing visions of artificial intelligence in education—A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines 人工智能在教育领域的竞争愿景--对政策指导方针中的社会技术想象和问题化的启发式分析

IF 1.5

Policy Futures in Education Pub Date : 2024-01-22 DOI: 10.1177/14782103241228900

Cornelia Linderoth, Magnus Hultén, Linnéa Stenliden

引用次数: 0

A Critical Discourse Problematization Framework (CDPF) analysis of “Double Reduction” policy in China 中国 "双减 "政策的批判性话语问题化框架（CDPF）分析

IF 1.5

Policy Futures in Education Pub Date : 2024-01-18 DOI: 10.1177/14782103241228902

Chenyi Zhao

{"title":"A Critical Discourse Problematization Framework (CDPF) analysis of “Double Reduction” policy in China","authors":"Chenyi Zhao","doi":"10.1177/14782103241228902","DOIUrl":"https://doi.org/10.1177/14782103241228902","url":null,"abstract":"This paper examines the “Double Reduction” policy issued by the Chinese government in 2021 by using a Critical Discourse Problematization Framework (CDPF) that combines Critical Discourse Analysis (CDA) and what’s the problem represented to be (WPR) approach. The study points out that the changing discourse of equality and equity in China is crucial for understanding the assumptions and presuppositions that lie behind and shape the “Double Reduction” policy. The analysis of the policy text conveys that the government views the privatization of education in China as being responsible for the lowered quality of public education, the competitive learning environment, and financial and mental pressure on families and parents. However, this study reveals the silent part of the “Double Reduction” policy through the WPR approach, which demonstrates that privatization of education is not the root cause of educational inequality/injustice in China. The work of this critical policy analysis aims to better understand the dilemma of education in China and provide insights to the policymakers, educators, and related stakeholders from the perspective of changing policy discourse.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139526399","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

Refugees and school engagement: A scoping review 难民与学校参与：范围界定审查

IF 1.5

Policy Futures in Education Pub Date : 2024-01-18 DOI: 10.1177/14782103241229013

Tebeje Molla

引用次数: 0

Time for slow care: Bringing slow pedagogy into conversation with ethics of care in the infant/toddler classroom 慢护理的时间：在婴幼儿课堂上将慢速教学法与护理伦理相结合

IF 1.5

Policy Futures in Education Pub Date : 2024-01-17 DOI: 10.1177/14782103241227489

Cassie Sorrells, Samara Madrid Akpovo

{"title":"Time for slow care: Bringing slow pedagogy into conversation with ethics of care in the infant/toddler classroom","authors":"Cassie Sorrells, Samara Madrid Akpovo","doi":"10.1177/14782103241227489","DOIUrl":"https://doi.org/10.1177/14782103241227489","url":null,"abstract":"This research presents the findings of an 8-month ethnographic case study of one infant/toddler classroom in the southeastern United States. Participants included the classroom’s two (white, female) teachers and a racially diverse group of 12 children between one to 2 years of age. Grounded within an ethics of care theoretical framework, this research was guided by the following research questions: (1) What are teachers’ lived experiences of care in this early childhood classroom community? and (2) How do those teachers understand their lived experiences of care? During data revisiting with teachers (Tobin and Hsueh, 2014), the concept of time—and particularly, slowness—emerged as a central connecting theme. The emergence of this central theme led to an overarching theoretically guided analysis of the data, implementing a feminist interpretation of Clark’s (2022) articulation of Slow Pedagogy in ECE to understand how slowness—a feminized quality antithetical to the furious pace of neoliberal education—is central to care in this context. In addition, a thematic analysis (Saldaña, 2021) of ethnographic data, including field notes, video, and photos gathered during participant observations, and four semi-structured teacher interviews, produced two foundational themes in teachers’ understandings and practices of care: Care as Emotional Presence, and Care as Acknowledgment. Findings introduce the concept of Slow Care, a noveltheorizing of care practices that emphasizes the importance of slow, relationally-guided temporalities, serving to contest and counter the growing neoliberal pressures of efficiency and productivity in early childhood policy and practice.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139617844","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

Examining academic freedom within WB and UNESCO discourses on higher education: A Foucauldian discourse analysis 审查世行和教科文组织高等教育论述中的学术自由：福柯话语分析

IF 1.5

Policy Futures in Education Pub Date : 2024-01-17 DOI: 10.1177/14782103241227257

Israa Medhat Esmat

{"title":"Examining academic freedom within WB and UNESCO discourses on higher education: A Foucauldian discourse analysis","authors":"Israa Medhat Esmat","doi":"10.1177/14782103241227257","DOIUrl":"https://doi.org/10.1177/14782103241227257","url":null,"abstract":"Academic freedom constitutes an integral part of traditional university values that ensure the proper functioning of universities in pursuing truth and inculcating civic values. In a globalized world where Higher Education (HE) policy is the result of the interaction of local, national, and international levels, the positions of international organizations on questions of academic freedoms deem significant. Within global discourses on HE, literature contrasts the World Bank’s human capitalist to UNESCO’s humanistic approach. Through Foucauldian Discourse Analysis of both organizations’ documents, the paper presented a genealogical analysis of academic freedom that challenged the existence of static, opposite, and binary positions. Transformations, ruptures, juxtapositions as well as gaps, limits, and exclusions were detected within and across International Organizations’ discourses. Juxtaposition of economic and humanistic rationales as well as academic freedom protection and neoliberal policy interventions have muted discursive conflicts and inherent contradictions. The failure of UNESCO to address contemporary threats to academic freedom emerged from the appearance of neoliberal transnational governmentality as an inevitable social regularity that delimits what can be said and cannot be said about academic freedom. Through coercive funding schemes and technologies of differentiation, surveillance, and monitoring, the WB created the space for such transnational governmentality, and placed faculty members under its gaze resulting in undermining academic freedoms and de-professionalization of academics.","PeriodicalId":46984,"journal":{"name":"Policy Futures in Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139617938","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