Reconceptualising Access in Education Policy: Method and Mindset

Vongalis-Macrow, Athena

doi:10.2304/pfie.2010.8.5.513

Cited by 4 publications

(2 citation statements)

References 21 publications

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“…The primary purpose of education : (a) as training for work, as part of an economic ‘human capital’ narrative (supported by ‘donor’ organisations such as the World Bank, and country government organisations such as United States Agency for International Development, USAID); or (b) to foster student emancipation, wellbeing, and life opportunities (supported by education researchers and practitioners) ( Faul, 2014 ; Vongalis-Macrow, 2010 ).…”

Section: Resultsmentioning

confidence: 99%

The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking

Cairney¹,

Kippin²

2022

Open Res Europe

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Background: COVID-19 had a major global impact on education, prompting concerns about its unequal effects and some impetus to reboot equity strategies. Yet, policy processes exhibit major gaps between such expectations and outcomes, and similar inequalities endured for decades before the pandemic. Our objective is to establish how education researchers, drawing on policy concepts and theories, explain and seek to address this problem. Methods: A qualitative systematic review (2020-21), to identify peer reviewed research and commentary articles on education, equity, and policymaking, in specialist and general databases (ERIC, Web of Science, Scopus, Cochrane/ Social Systems Evidence). We did not apply additional quality measures. We used an immersive and inductive approach to identify key themes. We use these texts to produce a general narrative and explore how policy theory articles inform it. Results: 140 texts (109 articles included; 31 texts snowballed) provide a non-trivial reference to policymaking. Limiting inclusion to English-language produced a bias towards Global North articles. Our comparison with a review of health equity research highlights distinctive elements in education. First, education equity is ambiguous and contested, with no settled global definition or agenda (although some countries and international organisations have disproportionate influence). Second, researchers critique ‘neoliberal’ approaches that dominate policymaking at the expense of ‘social justice’. Third, more studies provide ‘bottom-up’ analysis of ‘implementation gaps’. Fourth, more studies relate inequity to ineffective policymaking to address marginalised groups. Conclusions: Few studies use policy theories to explain policymaking, but there is an education-specific literature performing a similar role. Compared to health research, there is more use of critical policy analysis to reflect on power and less focus on technical design issues. There is high certainty that current neoliberal policies are failing, but low certainty about how to challenge them successfully.

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Section: Resultsmentioning

confidence: 99%

The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking

Cairney¹,

Kippin²

2022

Open Res Europe

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“…What is the main purpose of education? As part of an economic narrative in which education is preparation for work, or a social narrative in which education fosters student emancipation, wellbeing, and life opportunities (Faul, 2014;Vongalis-Macrow, 2010). 2. Who should deliver education?…”

Section: How Do Policymakers Define Education Equity? Social Justice ...mentioning

confidence: 99%

Public Policy to Reduce Inequalities across Europe

Cairney

Keating

Kippin

et al. 2022

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There is a broad consensus across European states and the EU that social and economic inequality is a problem that needs to be addressed. Yet inequality policy is notoriously complex and contested. This book approaches the issue from two linked perspectives. First, a focus on functional requirements highlights what policymakers think they need to deliver policy successfully, and the gap between their requirements and reality. We identify this gap in relation to the theory and practice of policy learning, and to multiple sectors, to show how it manifests in health, education, and gender equity policies. Second, a focus on territorial politics highlights how the problem is interpreted at different scales, subject to competing demands to take responsibility. This contestation and spread of responsibilities contributes to different policy approaches across spatial scales. We conclude that governments promote many separate equity initiatives, across territories and sectors, without knowing if they are complementary or contradictory. This outcome could reflect the fact that ambiguous policy problems and complex policymaking processes are beyond the full knowledge or control of governments. It could also be part of a strategy to make a rhetorically radical case while knowing that they will translate into safer policies. It allows them to replace debates on values, regarding whose definition of equity matters and which inequalities to tolerate, with more technical discussions of policy processes. Governments may be offering new perspectives on spatial justice or new ways to reduce political attention to inequalities.

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“Glocal” neoliberal trends in Israeli education: The case of religionization

Sabbagh

2019

International Journal of Educational Development

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Reconceptualising Access in Education Policy: Method and Mindset

Cited by 4 publications

References 21 publications

The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking

The future of education equity policy in a COVID-19 world: a qualitative systematic review of lessons from education policymaking

Public Policy to Reduce Inequalities across Europe

“Glocal” neoliberal trends in Israeli education: The case of religionization

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