Search results for: Politics of education
Page 4/4 37 items
The authors have been developing a research project that allows them to approach the theme of lifelong learning and European educational policies, taking into account four levels of analysis: the supranational level, the national level, the institutional level, and the individual level of analysis. The present article focuses on the supranational level of analysis, drawing on data from an analysis of European educational policy documents.
Updated: Jan. 25, 2011
Stating the Obvious: The European Qualifications Framework is not a Neutral Evidence-Based Policy Tool
The goal of this paper is to denaturalize the European Qualifications Framework (EQF) discourse through a discursive reading of the EQF policy and a review of research on national qualifications frameworks in a number of primarily Anglo-Saxon countries. The author argues that the EQF policy is not neutral, nor is there evidence to substantiate the claim that the EQF is a case of policy learning from ‘good practice’.
Updated: Jan. 23, 2011
This paper focuses on teachers’ repeated complaints of lack of time. The theme is explored within data material collected in a research and development project in a Norwegian primary school. The purpose of the article is to study in what way teachers’ autonomy and utilisation of time is debated when teachers experience that new reforms exert more demands and external control on their professional work.
Updated: Nov. 02, 2010
This article, grounded in activism, documents the authors’ collaborative participatory research on the effects of privatized public education on queers. This article highlights how education is being re-formed through appeals to 'private choice' and at the same time select public issues are devalued by being called private and outside the bounds of normative 'professional' attention.
Updated: Jul. 13, 2010
Legitimacy and Identity in Teacher Education: A Micro-Political Struggle Constrained by Macro-Political Pressures
As the university's role has become focused on supporting economic development and global competitiveness, the macro-political context is at odds with longstanding agendas of professional responsibility and self-governance in teacher education. In this policy context, the authors argue that teacher educators need to engage in rigorous practice-based inquiry that addresses issues of policy and governance, particularly those that tend toward direct government intervention or professional governance.
Updated: Apr. 27, 2009
This paper examines whether two recent national reports, A Test of Leadership: Charting the Future of U.S. Higher Education and Tough Choices or Tough Times clarify or further confound teacher education policy directions. It concludes with the caution that both reports continue the instrumental definition of teacher education.
Updated: Feb. 16, 2009
The desirable aspect of anger in education is discussed in this article. The author focuses on the argument that emotions, particularly anger in the political sense, are central to the exercise of power relations in the classroom. The author describes conditions that generate angry feelings and the transformative possibilities the feelings create.
Updated: Feb. 26, 2008