Educational policy making in a postmodern state on Stephen J. Ball’s education reform: A critical and post-structural approachi

Lingard, Bob

doi:10.1007/bf03219613

Cited by 28 publications

(10 citation statements)

References 21 publications

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“…Policy research lacks a sense of 'place'; either in not locating policies in any framework that extends beyond the national level, or in not accounting for or conveying a sense of the locality in analyses of policy realisation. On the first point Brown & Lauder (1996) and Lingard (1996) illustrate the sort of framing of policy that a global perspective provides. And, as Brown & Lauder (1996) note: 'Knowledge, learning, information and technical competence are the new raw materials of international commerce ' (p. 4).…”

Section: (A) Design and Scopementioning

confidence: 99%

Policy Sociology and Critical Social Research: a personal review of recent education policy and policy research

Ball

1997

British Educational Res J

356

177

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The paper undertakes two related exercises; one substantive and one meta‐analytical. The first concerns changes in public sector provision. It is argued that the public sector has been ‘transformed’, in Jessop's terms, from a Keynsian Welfare State to a Schumpeterian Workfare State. This transformation involves fundamental changes to forms of provision, patterns of access, forms of work, client — worker relations, inter‐institutional relations and values and ethics. The constitution of citizenship has also been affected. The second concerns the conception of and engagement with social policy by educational researchers. A template for examination of the ‘surface epistemology’ of education policy research is presented — that is the relationships between conceptualisation, research design and conduct and the interpretation of data. It is argued that there is a basic tension at the heart of education policy research, between a commitment to the pursuit of efficiency and a commitment to the pursuit of social justice.

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Section: (A) Design and Scopementioning

confidence: 99%

Policy Sociology and Critical Social Research: a personal review of recent education policy and policy research

Ball

1997

British Educational Res J

356

177

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“…In other words, the process was located on the cusp of the global and national (Lingard 1996;Taylor et al 1997;Vidovich 2001). This means it transcended a state-controlled perspective and reached into the international/ global sphere, which in turn seemed to embed elements of the global in the national (Ball 1994;Bowe, Ball, and Gold 1992;Ozga 1990;Apple 1989;Dale 1989).…”

Section: Discussionmentioning

confidence: 96%

Comparing power spaces: the shaping of Ghana’s Education Strategic Plan

Takyi-Amoako¹

2012

Compare: A Journal of Comparative and International Education

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“…First, the findings indicated that the shaping of the ESP revealed national contexts of policy influence and production which integrated the global (Ball, 1994;Bowe et al, 1992;Lingard & Ozga, 2007). In other words, the process was located on the cusp of the global and national (Lingard, 1996;Taylor et al, 1997;Vidovich, 2001). This means it transcended a state--controlled perspective and reached into the international/global sphere, which in turn seemed to embed the elements of globalisation in the national (Apple, 1989;Ball, 1994;Bowe et al, 1992;Dale, 1989;Ozga, 1990).…”

Section: The Esp Production and Globalisationmentioning

confidence: 99%

Globalisation plus Comparative and International Education: Towards a Theory of the Confluence

Amoako¹

2012

JICE

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There is the need to understand what national policy--making means in aid recipient countries, and in the process, it is essential to understand the influence of globalisation on policy--making in these national contexts. Globalisation requires a reconsideration of …how...policies are formed, shaped and directed... [and] the key problem then becomes understanding the nature of globalisation in ways that enable one to trace more precisely, how, and with what consequences, it affects national policies, what is the nature and extent of their influence (Dale, 1999, p.1).In applying Bourdieu's "thinking tools", (i.e. habitus, practice, capitals and fields) to policy studies, Rawolle and Lingard (2008) argue that in this era of globalisation cross--field effects (the influence of practices in the policy field on actors in alternative fields) can be a means of categorising, researching and defining policy effects. Both argue in terms of "an emergent global education policy field" and attempt to examine some of the means by which such a field influences national education policy. While their work acknowledges the connection between the global and national policy fields, it does not examine this link empirically. They articulate the need for studies that will investigate this intersection when they argue that:…research is required now to understand the nature of this emergent global education policy field, its agencies and relationships, associated cosmopolitan policy habitus and practices, and cross--field effects with national education policy field mediated by national capital (p.733).The current paper is one attempt to contribute to ways by which this global and national education policy nexus referred to as the confluence could be understood. Part 1 introduces the argument, states its rationale and briefly mentions the research procedures. Part 2 briefly outlines the ideas and features that frame the confluence, while acknowledging the importance of its globalisation dimension. It then highlights and examines globalisation. Part 3 illustrates how globalisation frames the confluence by drawing on findings of a study into the shaping of Ghana's ESP. Part 4 then concludes by arguing the significance of the confluence in education policy processes. Research ApproachMy analysis is based on a study that utilised a qualitative research design, and adopted the interpretative approach of investigating actions and behaviour that emerged from the MoE--donor agencies' interactions and their shaping of the ESP in their natural setting. It employed the non--probability sampling (Merriam, 1988;Punch, 1998;Robson, 1993) because the nature of the research questions and the qualitative strategy required this sampling approach. In other words, sampling was done in a consciously purposeful manner.ABSTRACT: This paper attempts to contribute to ways by which confluence, referring to a meeting point for the different agents to cooperate and communicate on education policy processes, can be understood. Pertinent national education policies...

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Educational policy making in a postmodern state on Stephen J. Ball’s education reform: A critical and post-structural approachi

Cited by 28 publications

References 21 publications

Policy Sociology and Critical Social Research: a personal review of recent education policy and policy research

Policy Sociology and Critical Social Research: a personal review of recent education policy and policy research

Comparing power spaces: the shaping of Ghana’s Education Strategic Plan

Globalisation plus Comparative and International Education: Towards a Theory of the Confluence

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