Education Governance and Social Theory: Interdisciplinary Approaches to Research: Social Theory and Methodology in Education Research
Editat de Andrew Wilkins, Antonio Olmedoen Limba Engleză Paperback – 29 apr 2020
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Specificații
ISBN-13: 9781350159723
ISBN-10: 1350159727
Pagini: 256
Dimensiuni: 156 x 234 x 11 mm
Greutate: 0.37 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Social Theory and Methodology in Education Research
Locul publicării:London, United Kingdom
ISBN-10: 1350159727
Pagini: 256
Dimensiuni: 156 x 234 x 11 mm
Greutate: 0.37 kg
Editura: Bloomsbury Publishing
Colecția Bloomsbury Academic
Seria Social Theory and Methodology in Education Research
Locul publicării:London, United Kingdom
Caracteristici
Each chapter contains empirical case studies to help situate different theoretical models for conceptualising educational governance
Notă biografică
Andrew Wilkins is Reader in Education at the University of East London, UK.Antonio Olmedo is Reader in Education Policy Sociology at the University of Bristol, UK, and Honorary Reader at IOE, UCL's Faculty of Education and Society, University College London, UK.
Cuprins
Foreword, (Kenneth J. Saltman, University of Massachusetts, USA)Introduction: Conceptualising Education Governance: Framings, Perspectives and Theories (Andrew Wilkins, University of East London, and Antonio Olmedo, University of Bristol, UK)Part I: Data Regimes1. Digitizing Education Governance: Pearson, Real-time Analytics, Visualisation, and Machine Intelligence (Ben Williamson, University of Stirling, UK)2. Learning Personalization: Technics, Disorientation and Governance (Greg Thompson, Queensland University of Technology, Australia)3. Dispositions and Situations of Governance: The Example of Data Infrastructure in Australian Schooling (Sam Sellar, Manchester Metropolitan University, UK, and Kalervo N. Gulson, University of New South Wales, Australia)Part II: Evaluation Regimes4. Exploring the Role of School Inspectors in Implementing and Shaping Inspection Policy: A Narrative Approach (Jacqueline Baxter, The Open University, UK)5. How Can Transnational Connection Hold? An Actor-Network Theory Inspired Approach to the Materiality of Transnational Education Governance (Nelli Piattoeva, University of Tampere, Finland)Part III: Knowledge Regimes6. Revealing Market Hegemony through a Critical Logics Approach: The Case of England's Academies (Natalie Papanastasiou, Universitat Autònoma de Barcelona, Spain)7. Test-based Accountability and the Rise of Regulatory Governance in Education: A Review of Global Drivers (Antoni Verger, Universitat Autònoma de Barcelona, and Lluís Parcerisa, Universitat Autònoma de Barcelona, Spain)8. Making Education News in Chile: Understanding the Role of Mediatization in Education Governance Through a Bourdieuian Framework (Eduardo Santa Cruz, Universidad de Chile, and Cristian Cabalin, Universidad de Chile, Chile)Part IV: Institutional Regimes9. Preschool Teacher Agency and Professionalism: A Bourdieuian Approach to Education Governance (Ondrej Kascák, Trnava University, and Branislav Pupala, Trnava University, Slovakia) 10. Ever Greater Scrutiny: Researching the Bureaucracy of Educational Accountability (Mark Murphy, University of Glasgow, UK) 11. Transformation and Control: What Role for Leadership and Management in a 'School-led System'? (Howard Stevenson, University of Nottingham, UK)Index
Recenzii
A fine contribution to the field of education governance ... it certainly makes for a great introductory text for postgraduate, doctoral, and early career researchers, as asserted in the series editor's foreword, but such is its merit, I feel, that it is an appropriate read for even the most advanced and celebrated scholars ... The greatest strength of this book is that it will encourage readers to consider the interests, motives, and intentions of those in power- there is ample evidence in this book to give cause for concern.
Reading these chapters ... I had the impression that I was in a room packed with extremely knowledgeable researchers, each with an important piece of the jigsaw which would contribute to our understanding of the trajectory of global education governance. That they have given us insight into their research toolbox, with which we can go on to explore our own interests in this area, is to be highly commended. The book is a valuable contribution to this area of research.
An important contribution to the literature on governance ... This book will be useful not only to researchers in this area, but also to post-graduate researchers and undergraduates who are working towards the end of their degrees as well as a wider audience interested in the impacts of governance on educational policy and practice.
Covering algorithmic control, digital governance, machine learning, the corporate parasitisation of service provision, assessment as both regulation and accountability, performance and performativity, hegemony, signallage and disorientation, and actors and agency, this is an invaluable toolkit for educators, educational researchers and activists, in understanding the methodological implementation of neoliberal governance.
A crisis in economically and politically just forms of education governance provides the backdrop for this collection's consideration of social theory. This is a thought-provoking and stimulating collection that positions education governance as a powerful mechanism for working through this crisis towards fostering more democratic and equal societies. It provides new ways of understanding and interpreting both the problematics and possibilities of the data, evaluation, knowledge and institutional regimes that govern education. It is highly significant in moving theorising in this space forward and a must read for educators, scholars and researchers in the field of education governance.
"Education governance" often gets kicked around in policy and reform circles, treated generically and atheoretically, with little thought given to assumptions undergirding the concept. It is not often that such a set of first-rate scholars can be convened to direct their expertise towards such a deep concern. Yet Wilkins and Olmedo have assembled a stellar group of papers from leading theoreticians and researchers to shine some light on this issue. This volume will be the go-to source for serious thinking on education governance for the foreseeable future.
As the editors note in their lucid and engaging introduction to this wide-ranging book, governance has been enjoying a growing popularity in social and educational research and writing; yet it is not always clear to the uninitiated reader quite what the term 'governance' signifies. This timely and logically-structured collection comes to the rescue of such readers, with clearly written and accessible contributions from cutting-edge international scholars that locate governance in wider conceptual and theoretical networks and illustrate its critical purchase through case studies of policy and practice. As such, the book will serve as an invaluable resource for novice researchers looking for an authoritative pedagogic resource, as well as for established academics seeking inspiration, providing both groups with an essential point of reference in social and educational research for years to come.
This book is a must-read for academics interested in 'education governance' as an area of research and an object of critical inquiry.
Reading these chapters ... I had the impression that I was in a room packed with extremely knowledgeable researchers, each with an important piece of the jigsaw which would contribute to our understanding of the trajectory of global education governance. That they have given us insight into their research toolbox, with which we can go on to explore our own interests in this area, is to be highly commended. The book is a valuable contribution to this area of research.
An important contribution to the literature on governance ... This book will be useful not only to researchers in this area, but also to post-graduate researchers and undergraduates who are working towards the end of their degrees as well as a wider audience interested in the impacts of governance on educational policy and practice.
Covering algorithmic control, digital governance, machine learning, the corporate parasitisation of service provision, assessment as both regulation and accountability, performance and performativity, hegemony, signallage and disorientation, and actors and agency, this is an invaluable toolkit for educators, educational researchers and activists, in understanding the methodological implementation of neoliberal governance.
A crisis in economically and politically just forms of education governance provides the backdrop for this collection's consideration of social theory. This is a thought-provoking and stimulating collection that positions education governance as a powerful mechanism for working through this crisis towards fostering more democratic and equal societies. It provides new ways of understanding and interpreting both the problematics and possibilities of the data, evaluation, knowledge and institutional regimes that govern education. It is highly significant in moving theorising in this space forward and a must read for educators, scholars and researchers in the field of education governance.
"Education governance" often gets kicked around in policy and reform circles, treated generically and atheoretically, with little thought given to assumptions undergirding the concept. It is not often that such a set of first-rate scholars can be convened to direct their expertise towards such a deep concern. Yet Wilkins and Olmedo have assembled a stellar group of papers from leading theoreticians and researchers to shine some light on this issue. This volume will be the go-to source for serious thinking on education governance for the foreseeable future.
As the editors note in their lucid and engaging introduction to this wide-ranging book, governance has been enjoying a growing popularity in social and educational research and writing; yet it is not always clear to the uninitiated reader quite what the term 'governance' signifies. This timely and logically-structured collection comes to the rescue of such readers, with clearly written and accessible contributions from cutting-edge international scholars that locate governance in wider conceptual and theoretical networks and illustrate its critical purchase through case studies of policy and practice. As such, the book will serve as an invaluable resource for novice researchers looking for an authoritative pedagogic resource, as well as for established academics seeking inspiration, providing both groups with an essential point of reference in social and educational research for years to come.
This book is a must-read for academics interested in 'education governance' as an area of research and an object of critical inquiry.