Processes of Policy Borrowing in Education: some explanatory and analytical devices

Phillips, David; Ochs, Kimberly

doi:10.1080/0305006032000162020

Cited by 422 publications

(273 citation statements)

References 4 publications

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“…That question deserves detailed attention that is beyond the scope of this paper. It is clear, though, that there is 'cross-national attraction associated with policy borrowing, described by Phillips & Ochs (2003) across global curriculum policy, for example in the case of lifelong learning. That concept has become, due to policy diffusion, widely adopted in education policy, according to Jakobi (2012).…”

Section: Introductionmentioning

confidence: 99%

Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand

Priestley

Sinnema

2014

The Curriculum Journal

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The development, since 2000, of new National Curricula across the Anglophone world signals a number of policy trends, including: a move from the explicit specification of content towards a more generic, skills-based approach; a greater emphasis on the centrality of the learner; and[ostensibly] greater autonomy for teachers in developing the curriculum in school. These policy shifts have attracted some criticism, especially from social realist writers, who claim that the new curricula downgrade knowledge. This paper offers a contribution to this debate; an empiricallybased analysis of two new curricula, New Zealand's Curriculum Framework and Scotland's Curriculum for Excellence. We conclude that, while these curricula continue to accord considerable importance to knowledge in their statements of policy intent, the social realist critique is at least partially justified, since both curricula are characterised by a lack of coherence and mixed messages about the place of knowledge.

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Section: Introductionmentioning

confidence: 99%

Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand

Priestley

Sinnema

2014

The Curriculum Journal

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“…Field staff often described themselves as serving the needs of their family by providing financial support while also performing a national duty for their country. The results from this study suggest that there was a 'cross-national attraction' in which policies and subsequent programs from other countries were used to develop programmatic approaches in determining the best initial course of action in Southern Sudan (Phillips & Ochs, 2003), since respondents suggested the initial stages of the program came from outside. The field employees involved in the program were not entirely amenable to taking a program approach from one country to another (Rappleye & Paulson, 2007, p. 254).…”

Section: Resultsmentioning

confidence: 98%

The Research Process in a Multi-level Mixed-Methods Case Study: International Organization Headquarters and Field Employee Perspectives of a Program in Southern Sudan

Eschenbacher

2012

Research in Comparative and International Education

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This article provides an overview of the methods and data-collection process for a multilevel mixed-methods case study. Data for the study were gathered through phone interviews and electronic surveys from individuals working on the same educational program in Southern Sudan, though some were supporting the program from outside the country. The primary comparison was to examine the varied perceptions held by staff involved in a program, that depended on whether they worked in the field, the program office or the international or regional headquarters. This article examines mixed-method research using remote data collection. It also examines how previous experience working on a different program in Southern Sudan helped to prepare for this study.

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“…However, there was a renewed emphasis on 'transfer': i.e. the movement of educational ideas, principles, policies and practices across national borders; albeit within an increasing level of agreement that such a concept was too unsubtle (Phillips, 2004;Phillips & Ochs, 2003;Phillips & Ochs, 2004). There was a new interest in 'shape-shifting' (Cowen, 2009b) to which Cowen and Klerides (2009) devoted a whole Special Issue of a journal.…”

Section: Ways To Think: Comparative Education and Empiresmentioning

confidence: 99%

Comparative Education and Empires

Cowen

2018

REEC

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There is a very large literature on Empires. There is a large literature on education and empires. However, there is only a small literature within comparative education on empires. Why? Given the numbers of people whose education was affected by Empires, given the stated intentions of those who created empires and imperial education systems, given the harmonies and tensions in most empires between politics and religion which played out in educational systems, and given some of the obvious differences between, say, the British, Dutch, French, Portuguese, Russian, Spanish and Soviet Empires and their discourses and practices in education, the silence is loud. This article will, first, reflect on the ways in which changes in 'comparative education' helped to construct that silence. Second, it will trace a more recent change in comparative education which opens up the possibility to re-assess Empires as a core theme of work, not just in the 'history of education' but in comparative education. That argument is pursued fully in the third section of the article. The conclusion notes yet another change in the political positioning of comparative education as a university subject and suggests that, despite new obstacles, empires ought to be a topic in our future and not just in our past.

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Processes of Policy Borrowing in Education: some explanatory and analytical devices

Cited by 422 publications

References 4 publications

Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand

Downgraded curriculum? An analysis of knowledge in new curricula in Scotland and New Zealand

The Research Process in a Multi-level Mixed-Methods Case Study: International Organization Headquarters and Field Employee Perspectives of a Program in Southern Sudan

Comparative Education and Empires

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