European Educational Research Journal最新文献_第6页

Two instruments, one melody: The parallel evolvement of European and German alliances for apprenticeships 两种乐器，一首旋律：欧洲和德国学徒制联盟的平行演变

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-02-14 DOI: 10.1177/14749041221148282

Judith Rohde-Liebenau, L. Gráf

{"title":"Two instruments, one melody: The parallel evolvement of European and German alliances for apprenticeships","authors":"Judith Rohde-Liebenau, L. Gráf","doi":"10.1177/14749041221148282","DOIUrl":"https://doi.org/10.1177/14749041221148282","url":null,"abstract":"European education and training policies have gained momentum with the debt crisis and soaring youth unemployment. In 2013, the ‘European Alliance for Apprenticeships’ was launched. In Germany, a role model for apprenticeship training in Europe, a national ‘Alliance for Initial and Further Training’ was signed just one year later. Both Alliances represent a new, experimentalist governance mode, in which a novel steering entity orchestrates stakeholder cooperation. What explains the parallel evolvement of alliances for apprenticeships in Germany and at the EU level? Studying developments around the Alliances in the last two decades, we trace and critically discuss four theorised drivers: (1) German-driven VET governance reforms with a strong influence of German best practices, (2) EU-driven cooperation that influences German VET policies, (3) cross-fertilising reforms and (4) externally driven, parallel reforms in response to governance mega-challenges. Our analysis supports a prevalence of the fourth driver: increasingly complex policy problems push both the EU and Germany to implement policy innovations such as the Alliances for apprenticeship training. In an experimentalist setting that often entails a governance by (seemingly neutral) numbers, benchmarking and learning, this also gives leeway to Germany to present itself as a pioneer of the EU’s focus on dual training.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49367640","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Has Peak PISA passed? An investigation of interest in International Large-Scale Assessments across countries and over time 匹克PISA通过了吗？各国对国际大规模评估的兴趣调查

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-02-03 DOI: 10.1177/14749041231151793

John Jerrim

引用次数: 5

Business as the new doxa in education? An analysis of edu-business events in Finland 商业是教育的新信条?芬兰教育商业事件分析

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-02-03 DOI: 10.1177/14749041221140169

Candido Helena Hinke Dobrochinski, Piia Seppänen, M. Thrupp

{"title":"Business as the new doxa in education? An analysis of edu-business events in Finland","authors":"Candido Helena Hinke Dobrochinski, Piia Seppänen, M. Thrupp","doi":"10.1177/14749041221140169","DOIUrl":"https://doi.org/10.1177/14749041221140169","url":null,"abstract":"The trend towards seeing education as a commodity and part of a global industry has transformed the field of education. We argue that these transformations are reducing the autonomy of the field of education as it has incorporated business rhetoric, logic and practice. We examine this through an analysis of discursive formations manifested in two major international edu-business events in Finland – Dare to Learn and XcitED. The performativity existing in these events, combining actions and interactions, objective and subjective elements and materialized and symbolic interests and outcomes, enables convergences between business and education. In Finland, where education is overwhelmingly public, there is a subtle marketization, increasingly integrating business rationales and attitudes in education. We employed event ethnography and discourse analysis to examine points of diffraction between education and business. A transversal movement between the field of education and the field of business is enabled by symbolic power. Dare to Learn and XcitED discursive formations reveal the penetration of business in education, which reframes the field of education and fosters the global education industry in Finland and abroad, challenging notions and practices of democracy and citizenship in education.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43667160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Vocational education and training systems in Europe: A cluster analysis 欧洲职业教育和培训体系:聚类分析

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-02-01 DOI: 10.1177/14749041221151189

Manuel Salas‐Velasco

{"title":"Vocational education and training systems in Europe: A cluster analysis","authors":"Manuel Salas‐Velasco","doi":"10.1177/14749041221151189","DOIUrl":"https://doi.org/10.1177/14749041221151189","url":null,"abstract":"European countries differ widely in terms of vocational education and training (VET) tradition and the delivery of VET at the upper secondary level. A statistical approach to build a classification of VET systems in Europe is presented in the present article on the grounds of the size of the vocational enrollment, on the one hand, and the percentage of vocational enrollment in programs in which work and school are combined, on the other hand. Twenty-two European countries with full available information are considered in the study: 18 European Union (EU) countries, three Schengen Area (non-EU) countries (Iceland, Norway, and Switzerland), and the UK (non-EU state outside Schengen). Cluster analysis is a quantitative form of classification. The country groupings emerging from the K-means analysis performed in this paper allow us to distinguish mainly between vocational-oriented countries with high vocational specificity (e.g. Germany, Switzerland, and Austria), highly vocational-oriented countries with traditionally school-based VET programs (e.g. the Czech Republic and Slovakia), and less vocationally-oriented countries (general education-oriented countries such as Estonia and Spain).","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65828539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Negotiations of language(s) and inequalities in transnational family biographies 跨国家族传记中语言与不平等的谈判

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-30 DOI: 10.1177/14749041221147970

Anna Ercoli Schnitzer

{"title":"Negotiations of language(s) and inequalities in transnational family biographies","authors":"Anna Ercoli Schnitzer","doi":"10.1177/14749041221147970","DOIUrl":"https://doi.org/10.1177/14749041221147970","url":null,"abstract":"Families that live in a new environment after having fled or migrated go through transformation processes that are connected to various challenges and possibilities. The focus of this paper is on negotiations of language policies in family biographies and family language practices, comparing cases of migrant families who arrived to Switzerland in different legal contexts of migration. The article addresses how these transnational families negotiate the meaning of (family) languages against the background of hegemonic language and migration policies. Questions of how these policies are experienced and dealt with and in what ways they do enable or disable possibilities for action are addressed using a qualitative analysis of narrative family interviews and participant observations in transnational families that now live in German-speaking Switzerland. On the basis of the analyses of interview transcriptions and field notes, I show how families deal with experiences of social and educational inequalities in the context of transnational pathways of education and how these are negotiated in the families. Language learning appears not only as an (un)available possibility, but it also requires one to return to the status of a student. At the same time, it is accompanied by a deep struggle for identity and belonging.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"496 - 516"},"PeriodicalIF":1.9,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47183715","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interrogating “the nation” in European online education: Topological forms and movements 欧洲在线教育中对“国家”的质疑：拓扑形式与运动

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-23 DOI: 10.1177/14749041221148234

Karmijn van de Oudeweetering, Mathias Decuypere

{"title":"Interrogating “the nation” in European online education: Topological forms and movements","authors":"Karmijn van de Oudeweetering, Mathias Decuypere","doi":"10.1177/14749041221148234","DOIUrl":"https://doi.org/10.1177/14749041221148234","url":null,"abstract":"This paper was inspired by empirical encounters with students and teacher-administrators who engaged with an online European education initiative, which raised questions about whether and how their practices were situated as local, transnational, or national(ist) endeavors. The conceptual, theoretical, and methodological resources of social topology and critical border studies guided our inquiry by a focus on bordering practices and how these generate spatiotemporal forms and movements, and evoked a typical national form which is characterized as a singular, stable, linear, and flat “topography.” An innovative methodology is deployed to scrutinize how practices with this online, European initiative continue, challenge or complement that typical national form. The findings demonstrate how the use of topographical indexes and tropes (re-)materialized characteristics of these typical national forms, while the combination with topological relations introduced multiplicities and “levels” in these forms. Moreover, spherical forms, bouncing movements, and tunneling movements challenged the singularity, stability, linearity, and flatness of the typical national form. Building on these findings, the paper sets forth the argument that this online European education initiative mainly challenges the enactment of nationalism in classrooms by encouraging learning and thinking through translocalities, which accentuates distances and differences that are being crossed without appealing to the typical imaginary of the “nation” with linear, stable, flat borders.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":"22 1","pages":"607 - 625"},"PeriodicalIF":1.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49294150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Knowledge for sale: The construction of desired knowledge and identities in edu-marketing 出售知识：教育营销中所需知识和身份的构建

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-23 DOI: 10.1177/14749041221148232

M. Serder

{"title":"Knowledge for sale: The construction of desired knowledge and identities in edu-marketing","authors":"M. Serder","doi":"10.1177/14749041221148232","DOIUrl":"https://doi.org/10.1177/14749041221148232","url":null,"abstract":"The aim of this study is to examine how a particular object for consumption, professional development for teachers and principals, is marketed to schools, and what propositions and understandings are embedded in such offers. Adopting a conceptualization of marketing as a “perpetual questioning machine,” the study deploys and develops a theoretical approach from marketing studies to a new context: edu-marketing. The study is guided by the assumption that marketing functions as projection screen for the products and services offered to schools, but, also as a social and cultural space where dreams and desires are performed and governed. As such, marketing to school is not exclusively about selling things; but about what to be or who to become. Besides the theoretical contribution, the study contributes with empirical knowledge about (1) what concerns and desires this marketing “questioning machine” mobilizes and circulates and (2) how objects for consumption are de/stabilized in the education market. Thereby, it demonstrates some of the intricate relations between the growing education market and the values that those who work in schools are invited to strive for. It is argued that consumption at the education market-place is a question of identity, and therefore of branding and possible success.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46872943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Ethnic stratification in the Spanish education system 西班牙教育体系中的种族分层

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-13 DOI: 10.1177/14749041221143017

Alberto Álvarez-Sotomayor, David Gutiérrez-Rubio

引用次数: 0

Asylum seekers’ experiences of participatory barriers in the educative pre-integrational programmes 寻求庇护者在融入社会前教育方案的参与障碍方面的经验

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-12 DOI: 10.1177/14749041221142419

Ville R. Hartonen, S. Pöllänen, Liisa Karlsson, Pertti Väisänen

引用次数: 0

Teacher training reform in French-speaking Belgium: A controversial translation process 比利时法语区教师培训改革：一个有争议的翻译过程

IF 1.9 2区教育学

European Educational Research Journal Pub Date : 2023-01-12 DOI: 10.1177/14749041221141739

Farah Dubois-Shaik

{"title":"Teacher training reform in French-speaking Belgium: A controversial translation process","authors":"Farah Dubois-Shaik","doi":"10.1177/14749041221141739","DOIUrl":"https://doi.org/10.1177/14749041221141739","url":null,"abstract":"A major reform of teacher training has been underway for the past three decades in French-speaking Belgium, in response to the low quality of teacher training and the consequences for school teaching and learning deemed to be in deep crises. Using a number of eclectic methods (metaphors, typologies, timelines, network maps), we map controversies that arise during four steps of the policy translation process—problematization, interessement, enrolment and mobilization—by various types of actors (people, texts, working groups, institutions, etc.). Scientific and pedagogical problematizations framed by two interest groups of field level policy actors can produce objects and devices that are transformed and negotiated by political and administrative actors. However, the translation process is rendered controversial and complex as political decision-making is also flavored with backdoor political interests that are negotiated. Administrative policy actors in stakeholder institutions are trying to barter their institutional “share” in the reform implementation, adding some operational problems on the level of organizing the reform, thus reframing some of the original objectives.","PeriodicalId":47336,"journal":{"name":"European Educational Research Journal","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49598730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0