{"title":"公共行政教学与公共行政和发展七十五年:回顾与展望","authors":"Sarah Adele Warner, Prudence Robyn Brown","doi":"10.1002/pad.2065","DOIUrl":null,"url":null,"abstract":"Through a narrative review of 75 years of research in public administration teaching and learning in the journal of <jats:italic>Public Administration and Development</jats:italic>, this article focusses on the challenges and evolution of approaches for decolonizing countries. These challenges are contextualised within broader debates within the discipline of public administration. Three themes are explored: the assumption of universality of knowledge; appropriate contextualization and the applicability of knowledge; and teaching in and for decolonizing countries. Research interest in this topic has nonetheless declined in recent years, so three areas for future research are suggested: the need to support an empirical agenda which privileges the experiences of managing the tensions between imposed and indigenous systems; the need to support scholars in decolonizing countries to critically reflect on and share their approaches to teaching and learning; and the need to support a research agenda on teaching public administration which embraces more flexible and relational models for public administration and includes diverse ontologies.","PeriodicalId":39679,"journal":{"name":"Public Administration and Development","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Seventy five years of public administration teaching and learning in public Administration and development: Looking back and looking forward\",\"authors\":\"Sarah Adele Warner, Prudence Robyn Brown\",\"doi\":\"10.1002/pad.2065\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Through a narrative review of 75 years of research in public administration teaching and learning in the journal of <jats:italic>Public Administration and Development</jats:italic>, this article focusses on the challenges and evolution of approaches for decolonizing countries. These challenges are contextualised within broader debates within the discipline of public administration. Three themes are explored: the assumption of universality of knowledge; appropriate contextualization and the applicability of knowledge; and teaching in and for decolonizing countries. Research interest in this topic has nonetheless declined in recent years, so three areas for future research are suggested: the need to support an empirical agenda which privileges the experiences of managing the tensions between imposed and indigenous systems; the need to support scholars in decolonizing countries to critically reflect on and share their approaches to teaching and learning; and the need to support a research agenda on teaching public administration which embraces more flexible and relational models for public administration and includes diverse ontologies.\",\"PeriodicalId\":39679,\"journal\":{\"name\":\"Public Administration and Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2024-06-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Public Administration and Development\",\"FirstCategoryId\":\"91\",\"ListUrlMain\":\"https://doi.org/10.1002/pad.2065\",\"RegionNum\":3,\"RegionCategory\":\"管理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"DEVELOPMENT STUDIES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Public Administration and Development","FirstCategoryId":"91","ListUrlMain":"https://doi.org/10.1002/pad.2065","RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"DEVELOPMENT STUDIES","Score":null,"Total":0}
Seventy five years of public administration teaching and learning in public Administration and development: Looking back and looking forward
Through a narrative review of 75 years of research in public administration teaching and learning in the journal of Public Administration and Development, this article focusses on the challenges and evolution of approaches for decolonizing countries. These challenges are contextualised within broader debates within the discipline of public administration. Three themes are explored: the assumption of universality of knowledge; appropriate contextualization and the applicability of knowledge; and teaching in and for decolonizing countries. Research interest in this topic has nonetheless declined in recent years, so three areas for future research are suggested: the need to support an empirical agenda which privileges the experiences of managing the tensions between imposed and indigenous systems; the need to support scholars in decolonizing countries to critically reflect on and share their approaches to teaching and learning; and the need to support a research agenda on teaching public administration which embraces more flexible and relational models for public administration and includes diverse ontologies.
期刊介绍:
Since its founding in 1949, Public Administration and Development (PAD) has been reviewing and assessing the practice of public administration at the local, regional, national and international levels where it is directed to managing development processes in low and medium income countries. It gives special attention to investigations of the management of all phases of public policy formulation and implementation which have an interest and importance beyond a particular government and state. PAD has a particular interest in the link between public administration practice and management research and provides a professional and academic forum for reporting on new experiences and experiments. PAD also publishes articles on development management research in the NGO sector. It is widely read by academics and practitioners alike, including consultants, donors and policy advisers. With its case study approach, it is also frequently used for teaching and training purposes.