Shaping Education Policy Discourse

This book provides key insights into conceptualizing and contextualizing the education policy discourse model from the perspective of the internationalization of education development in China. It discusses the education policy discourse of international education with Chinese characteristics. It comprehensively covers the internationalization of education development, including the macro-perspective on the internationalization of education development in China, the quest for internationalization at home post-COVID-19, international education development in China, and mapping study abroad policy development in China. This book also explores the strategies regarding advancing the internationalization of education development in China contextually and systematically. This is a highly informative and carefully presented book, providing academic insight for readers with an interest in international education policy in China.

This book provides key insights into conceptualizing and contextualizing the education policy discourse model from the perspective of the internationalization of education development in China. It discusses the education policy discourse of international education with Chinese characteristics. It comprehensively covers the internationalization of education development, including the macro-perspective on the internationalization of education development in China, the quest for internationalization at home post-COVID-19, international education development in China, and mapping study abroad policy development in China. This book also explores the strategies regarding advancing the internationalization of education development in China contextually and systematically. This is a highly informative and carefully presented book, providing academic insight for readers with an interest in international education policy in China.

Shaping Education Policy is a comprehensive overview of education politics and policy during the most turbulent and rapidly changing period in American history. Respected scholars review the history of education policy to explain the political powers and processes that shape education today. Chapters cover major themes that have influenced education, including the civil rights movement, federal involvement, the accountability movement, family choice, and development of nationalization and globalization. Sponsored by the Politics of Education Association, this edited collection examines the tumultuous shifts in education policy over the last six decades and projects the likely future of public education. This book is a necessary resource for understanding the evolution, current status, and possibilities of educational policy and politics.

Open inquiry and engagement with a diverse range of views are long-cherished and central tenets of higher education and are pivotal to innovation and knowledge creation. Yet, free inquiry on American campuses is hampered by a climate that constrains teaching, research, and overall discourse. In Unassailable Ideas, Ilana Redstone and John Villasenor examine the dominant belief system on American campuses, its uncompromising enforcement through social media, and the consequences for higher education. They argue that two trends in particular--the emergent role of social media in limiting academic research and knowledge discovery and a campus culture increasingly intolerant to diverse views and open inquiry--are fundamentally reshaping higher education. Redstone and Villasenor further identify and explain how three well-intentioned unwritten rules regarding identity define the current campus climate. They present myriad case studies illustrating the resulting impact on education, knowledge creation-and, increasingly the world beyond campus. They also provide a set of recommendations to build a new campus climate that would be more tolerant toward diverse perspectives and open inquiry. An insightful analysis of the current state of academia, Unassailable Ideas highlights an environment in higher education that forecloses entire lines of research, entire discussions, and entire ways of conducting classroom teaching.

Shaping Education Policy is a comprehensive overview of education politics and policy, which provides conceptual guideposts for future policy development and strategies for change. Leading scholars explore the interacting social processes and the dynamics of power politics as they intersect with democratic ideals and shape school performance. Chapters cover major themes that have influenced education, including the Civil Rights Movement, federal involvement, the accountability movement, family choice, and development of nationalization and globalization. This edited collection examines how education policy in the United States has evolved over the last several decades and how the resulting policies are affecting schools and the children who attend them. This important book is a necessary resource for understanding the evolution, current status, and possibilities of educational policy and politics.

This title was first published in 2002: By exploring a public policy process in action during the period 1944-1999, this book traces the impact of policy to the institutional level where policy becomes practice. The author investigates the development of the further education sector and reveals the process that helped shape its identity. The book provides a benchmark, combining theory with reality and evaluating current policy.

What are the influences that govern how people view their worlds? What are the embedded values and practices that underpin the ways people think and act? Discourses We Live By approaches these questions through narrative research, in a process that uses words, images, activities or artefacts to ask people – either individually or collectively within social groupings – to examine, discuss, portray or otherwise make public their place in the world, their sense of belonging to (and identity within) the physical and cultural space they inhabit. This book is a rich and multifaceted collection of twenty-eight chapters that use varied lenses to examine the discourses that shape people’s lives. The contributors are themselves from many backgrounds – different academic disciplines within the humanities and social sciences, diverse professional practices and a range of countries and cultures. They represent a broad spectrum of age, status and outlook, and variously apply their research methods – but share a common interest in people, their lives, thoughts and actions. Gathering such eclectic experiences as those of student-teachers in Kenya, a released prisoner in Denmark, academics in Colombia, a group of migrants learning English, and gambling addiction support-workers in Italy, alongside more mainstream educational themes, the book presents a fascinating array of insights. Discourses We Live By will be essential reading for adult educators and practitioners, those involved with educational and professional practice, narrative researchers, and many sociologists. It will appeal to all who want to know how narratives shape the way we live and the way we talk about our lives.

This edited volume demonstrates some of the potential contributions of discourse analytic approaches to the study of education policy and its implementation within particular policy contexts. Contributing authors provide a range of perspectives, examining education policy using both micro-analytic traditions and more macro-analytic traditions. With examples of research focused on various stages of the policy process from agenda-setting and policy-making to implementation and media representations, this volume will appeal to scholars engaged in research at the intersection of education policy and discourse analysis, and to students with specific interests in education policy and qualitative research methods.

This collection of Allan Luke’s key writings on educational policy, curriculum, and school reform follows the development and use of critical discourse analyses to study educational policy and practice. Turning to a series of narrative analyses of the relationship between politics, culture, economics, and education, Luke‘s writings address the challenges of shifting from an academic and scientific critique of policy to ‘getting your hands dirty’ in the making of state educational policy. The volume includes international examples of policy formation for social justice and equity, and closes with an auto-ethnographic view on policymaking and the need for increased critical, sociological evidence-based educational reform. Together with its companion volume, Critical Literacy, Schooling and Social Justice: The Selected Works of Allan Luke, this collection gathers Luke’s seminal key writings spanning the fields of education, applied linguistics, sociology, and cultural studies for the benefit of scholars, students, teachers, and teacher educators around the world.

The Organization for Economic Co-operation and Development (OECD) was created in 1960 to advance economic expansion and world trade. Although it lacks a specific mandate for education, it has shaped national educational policy through the dissemination of ideas and transnational research. The Centre for Educational Research and Innovation (CERI), a branch of the OECD, was created in 1968. Its potential influence on the educational policy of nation states suggests a need to investigate its vision for K-12 education. The purpose of this research was to critically analyse two major projects undertaken by CERI: Trends Shaping Education and Innovative Learning Environments, with respect to the nature of their embedded political discourse, as well as their constructions of K-12 schooling, teachers, and learners. Additionally, it critically explored how the discourse of innovation, accountability, and governance shapes education in particular ways. Drawing from Fairclough's methods of critical discourse analysis (CDA), as adapted by Grewal, it examined the ideological and discursive nature of the CERI projects. Texts were interpreted through a liberal theoretical framework. Findings suggest the CERI Projects frame a neoliberal vision for K-12 education focussed primarily on economic ends. Although the social dimension of education is recognized with respect to its need to foster equity, equality and social cohesion, its discourse is best characterized as a form of flanking and roll-out neoliberalism. Both Projects embrace a human capital approach to education and advance a neoliberal subjectivity in which learners are defined by their economic utility and are framed as future workers who are flexible, adaptable, resilient, responsible, innovative, entrepreneurial, and good problem solvers. The ILE Project's promotion of networks and partnerships with other sectors and business reflects a transition away from government to governance as promoted by New Public Governance, which also reflects a neoliberal orientation. In both Projects, innovation, accountability, and governance are nominalizations that reinforce a neoliberal policy perspective of education.