2014
DOI: 10.1080/02188791.2013.875649
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Cross-national policy borrowing: understanding reception and translation

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Cited by 223 publications
(126 citation statements)
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“…This is summed up by Sadler who warns that policy-makers cannot simply "wander at pleasure among the educational systems of the world" (Sadler, in Phillips, 2006, p. 46) but need to "judiciously" (Tan, 2013) select imported policies that are culturally and epistemologically commensurate with a situated local context (Steiner-Khamsi, 2014). This is because the borrowing process involves externalisation (why policies are borrowed), recontextualisation (how they are modified to fit local conditions) and internalisation (what impact they have on existing structures) (Steiner-Khamsi, 2014). Similarly, Phillips and Ochs (2003) offer a four stage model that includes cross national attraction, decision, implementation and internalisation/indiginisation.…”
Section: Transnational Educational Borrowingmentioning
confidence: 97%
“…This is summed up by Sadler who warns that policy-makers cannot simply "wander at pleasure among the educational systems of the world" (Sadler, in Phillips, 2006, p. 46) but need to "judiciously" (Tan, 2013) select imported policies that are culturally and epistemologically commensurate with a situated local context (Steiner-Khamsi, 2014). This is because the borrowing process involves externalisation (why policies are borrowed), recontextualisation (how they are modified to fit local conditions) and internalisation (what impact they have on existing structures) (Steiner-Khamsi, 2014). Similarly, Phillips and Ochs (2003) offer a four stage model that includes cross national attraction, decision, implementation and internalisation/indiginisation.…”
Section: Transnational Educational Borrowingmentioning
confidence: 97%
“…That report warned the reformers about overestimating the role of the market and neglecting the role of the state. But countries tend to borrow policies that best fit their own immediate domestic policy agendas (Steiner-Khamsi 2014).…”
Section: Discussionmentioning
confidence: 99%
“…However, learning from comparison does not necessarily mean that policies and practices should actually be transferred from one context to another. Eminent comparativists like Michael Sadler, Brian Holmes and Robert Cowen warned against analysing education out of context and against using comparison to transplant educational reforms from one country to another [8]. But in an era of globalisation transnational policy borrowing, whether rhetorically or factually, is the norm and not the exception.…”
Section: Policy Borrowing In a Global Contextmentioning
confidence: 99%
“…Thus the policy stream tends to be available to politicians and decision makers at all times in the form of 'best practices' or 'international standards' or lessons learned from other educational systems. In fact, the pressure to borrow is great to the extent that policy analysts are frequently placed in the awkward position of having to retroactively define the local problem that fits the already existing global solution or reform package [8]. Indeed, the analytical approach to the study of policy borrowing includes typically a political and an economic dimension.…”
Section: Policy Borrowing In a Global Contextmentioning
confidence: 99%