Networks, new governance and education

Ball, Stephen J.; Junemann, Carolina

doi:10.1332/policypress/9781847429803.001.0001

Cited by 556 publications

(56 citation statements)

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“…The state distances itself from educational management and daily processes, as it becomes a contractor, target-setter, and performance monitor, demanding school accountability (Ball & Junemann, 2012). School management is devolved and 'made private', while school aims, standards and evaluations are centralized and nationalized, that is, 'made public'.…”

Section: Introductionmentioning

confidence: 99%

The Performing School: The Effects of Market & Accountability Policies

Falabella

2014

EPAA

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Market and accountability educational reforms have proliferated around the globe, along with high expectations of solving countries' school quality deficits and inequities. In this paper I develop an analytical framework from a critical sociology angle for analyzing the effects of these policies within schools. First I discuss conceptually the configuration of this quasi-market schema and develop the notion of the 'performing school'. Additionally, I study the effects of these policies within schools, based on a literature review of 130 papers, and focused particularly on a smaller body of critical sociology research (56 papers). The aim is not to produce a comprehensive overview of policy benefits and disadvantages, but to understand school transformations within the current policy scenario. Schools, in this context, are placed within a competition-based schema, where managers and teachers continuously have to compete, marketize and perform 'successfully' according to external criterion. These policies are not only changing school practices and triggering 'secondary' effects, but, moreover, they are transforming school life, ethics and teaching profession subjectivities in complex and deeply-rooted ways. In this paper I attempt to challenge policy assumptions and a technocratic view of policy implementation, and invite readers to rethink the nature and consequences of these policy formulae. Keywords: school markets; accountability policies; performativity; critical sociology; literature review. epaa aapeEducation Policy Analysis Archives Vol. 22 No. 70 2 La escuela performativa: Los efectos de las políticas de mercado y de responsabilización con altas consecuencias Resumen: La introducción de políticas de mercado y de "responsabilización con altas consecuencias" en el sistema escolar han proliferado en distintos países, junto a la expectativa de resolver las desigualdades educativas y los déficit en la calidad escolar. En este artículo desarrollo un marco analítico desde la perspectiva teórica de la sociología crítica con el fin de analizar estas políticas y sus consecuencias. Primero discuto conceptualmente la configuración de este modelo de cuasi-mercado y desarrollo la noción de la "escuela performativa". Además, estudio los efectos de estas políticas al interior de la escuela en base a una revisión bibliográfica de 130 artículos, y me focalizo especialmente en un cuerpo más pequeño de investigación que se desarrolla desde la tradición de la sociología crítica (56 trabajos). El objetivo no es producir una descripción exhaustiva de los beneficios y las desventajas de la política, sino que entender las transformaciones de la escuela en el escenario de la política actual. Las escuelas, en este contexto, se sitúan dentro de un esquema basado en la competencia, donde los administradores y equipo docentes tienen que continuamente competir, "marketearse" y desempeñarse "exitosamente" de acuerdo a criterios externos. Estas políticas no sólo están cambiando las prácticas escolares y provocando "efectos s...

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Section: Introductionmentioning

confidence: 99%

The Performing School: The Effects of Market & Accountability Policies

Falabella

2014

EPAA

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“…The analysis presented in this paper brings together insights from Ball and Junemann's (2012) work on policy networks and Bernstein's (1990) theorising of the social construction of discourse to explore linkages between policy and pedagogic relations, and the discourses and practices in HPE. The policy network perspective enables exploration and critique of the contemporary composition and characteristics of what Bernstein (1990) terms the recontextualizing fields of education.…”

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confidence: 99%

HPE in Aotearoa New Zealand: the reconfiguration of policy and pedagogic relations and privatisation of curriculum and pedagogy

Penney

Petrie

Fellows

2014

Sport, Education and Society

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This paper centres on research that investigated the contemporary policy, curriculum and pedagogical landscape of Health and Physical Education (HPE) in Aotearoa New Zealand, in the light of increasing impressions that provision was moving to an 'open market' situation. Publicly available information sourced via the Internet was used to examine the public and privately funded initiatives, programmes and resources targeted towards the provision of HPE across all phases of education. The data arising revealed an array of government and non-governmental agencies and organisations acting as producers of resources and deliverers of HPE-related programmes in schools. It also clearly pointed to structural convergence between government and non-government sectors. This paper locates the findings from the research amidst developments in policy relations and networks spanning education, health and sport, and presents a theoretically oriented critical reexamination of the structural reconfiguration of contemporary HPE in Aotearoa New Zealand. Analysis brings together insights from Ball and Junemann's work on policy networks and Bernstein's theorising of the social construction of discourse to explore linkages between policy and pedagogic relations, and the discourses and practices in HPE. Attention is directed to the significance of changes in the nature of both the Official Recontextualizing Field and Pedagogic Recontextualizing field, and the connections between the two fields. Changes in the recontextualizing fields are discussed in relation to official pedagogic discourse of HPE and the pedagogic discourse of reproduction. This analysis brings to the fore prospective curriculum and pedagogic implications of new policy networks and new networks of providers associated with provision of HPE in schools. Discussion acknowledges potentially varied readings of contemporary developments and addresses the opportunities and challenges for teachers and teacher educators in Aotearoa New Zealand and internationally.

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“…As respostas às questões sobre quem são estes atores e por que razões são escolhidos podem fornecer-nos pistas sobre os aspetos que contam na constituição de formas plurais e coletivas de expertise. O desenvolvimento de pesquisa segundo esta abordagem poderá ser revelante também para a análise de novos modos de governação baseados numa "autoridade informal", em relações de dependência dos recursos de redes (networks) mais ou menos flexíveis e diversas (Ball & Junemann, 2012).…”

Section: Considerações Provisóriasunclassified

Tipos de expertise na tomada de decisão política em educação: Contribuições de uma discussão teórico-concetual

Coelho

Terrasêca

Correia

2016

EPAA

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In this article we present some reflections from a conceptual analysis and discussion that are part of a wider research intending to understand and questioning current ways of expertise in educational policy-making, namely, concerning to the characteristics of the expert actors and the kind of knowledge recognized as valid to legitimize political decisions. Starting from a contextualization of the research interests in the recent (last decades) changes on modes of governance and policy decision-making, we synthesize and try to put in discussion the perspective of some authors, in an approach to the concepts of expert and expertise that take as particular reference the articulations established between these and other concepts, professional fields and nearby spheres of action. Some considerations that have resulted from this analysis indicate an interpretative variability with such amplitude that allows the inclusion of opposite concepts for expert, especially if we consider knowledge formalization level and knowledge specialization level. We also provide some clues about the pertinence of analyzing political decision-making processes through an approach of the expert as a collective figure.

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Networks, new governance and education

Cited by 556 publications

References 0 publications

The Performing School: The Effects of Market & Accountability Policies

The Performing School: The Effects of Market & Accountability Policies

HPE in Aotearoa New Zealand: the reconfiguration of policy and pedagogic relations and privatisation of curriculum and pedagogy

Tipos de expertise na tomada de decisão política em educação: Contribuições de uma discussão teórico-concetual

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