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433 results on '"Normand, Romuald"'

1. On Maintaining Social and Moral Agency beyond Instrumental Managerialism in a Knowledge-Based Economy—A Sociological and Educational Perspective

Author

Normand, Romuald, Uljens, Michael, Elo, Janne, Moos, Lejf, Series Editor, Carney, Stephen, Series Editor, Krejsler, John B., Series Editor, Ball, Stephen J., Editorial Board Member, Cone, Lucas, Editorial Board Member, Dempster, Neil, Editorial Board Member, Elfert, Maren, Editorial Board Member, Johansson, Olof, Editorial Board Member, Magno, Cathryn, Editorial Board Member, Normand, Romuald, Editorial Board Member, Parreira do Amaral, Marcelo, Editorial Board Member, Paulsen, Jan Merok, Editorial Board Member, Piattoeva, Nelli, Editorial Board Member, Schulte, Barbara, Editorial Board Member, Spillane, James P., Editorial Board Member, Steiner-Khamsi, Gita, Editorial Board Member, Tröhler, Daniel, Editorial Board Member, Uljens, Michael, Editorial Board Member, Verger, Antoni, Editorial Board Member, Waldow, Florian, Editorial Board Member, and Elo, Janne, editor

Published
2024
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2. French Education Policies and the PISA Paradigm: The Strong Republican State Absorbing External Influences

Author

Normand, Romuald, Moos, Lejf, Series Editor, Carney, Stephen, Series Editor, Ball, Stephen J., Editorial Board Member, Cone, Lucas, Editorial Board Member, Dempster, Neil, Editorial Board Member, Elfert, Maren, Editorial Board Member, Johansson, Olof, Editorial Board Member, Kofod, Klaus Kasper, Editorial Board Member, Krejsler, John B., Editorial Board Member, Magno, Cathryn, Editorial Board Member, Normand, Romuald, Editorial Board Member, Parreira do Amaral, Marcelo, Editorial Board Member, Paulsen, Jan Merok, Editorial Board Member, Piattoeva, Nelli, Editorial Board Member, Schulte, Barbara, Editorial Board Member, Spillane, James P., Editorial Board Member, Steiner-Khamsi, Gita, Editorial Board Member, Tröhler, Daniel, Editorial Board Member, Uljens, Michael, Editorial Board Member, Verger, Antoni, Editorial Board Member, Waldow, Florian, Editorial Board Member, and Krejsler, John Benedicto, editor

Published
2023
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7. School Leadership in Search of Common Goods and Complex Equality: An Alternative to Neoliberal Vision

Author

Normand, Romuald, Moos, Lejf, Liu, Min, Tulowitzki, Pierre, Moos, Lejf, Series Editor, Carney, Stephen, Series Editor, Ball, Stephen J., Editorial Board Member, Dempster, Neil, Editorial Board Member, Johansson, Olof, Editorial Board Member, Kofod, Klaus Kasper, Editorial Board Member, Krejsler, John B., Editorial Board Member, Normand, Romuald, Editorial Board Member, Parreira do Amaral, Marcelo, Editorial Board Member, Paulsen, Jan Merok, Editorial Board Member, Piattoeva, Nelli, Editorial Board Member, Spillane, James P., Editorial Board Member, Steiner-Khamsi, Gita, Editorial Board Member, Uljens, Michael, Editorial Board Member, Liu, Min, editor, and Tulowitzki, Pierre, editor

Published
2021
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8. Leadership and French Principals: An Unthinkable and Paradoxical Moral Agency

Author

Normand, Romuald, Moos, Lejf, Series Editor, Carney, Stephen, Series Editor, Ball, Stephen J., Editorial Board Member, Dempster, Neil, Editorial Board Member, Johansson, Olof, Editorial Board Member, Kofod, Klaus Kasper, Editorial Board Member, Krejsler, John B., Editorial Board Member, Normand, Romuald, Editorial Board Member, Parreira do Amaral, Marcelo, Editorial Board Member, Paulsen, Jan Merok, Editorial Board Member, Piattoeva, Nelli, Editorial Board Member, Spillane, James P., Editorial Board Member, Steiner-Khamsi, Gita, Editorial Board Member, Uljens, Michael, Editorial Board Member, Liu, Min, editor, and Tulowitzki, Pierre, editor

Published
2021
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9. An International Comparison of Cultural and Social Foundations of Educational Leadership

Author

Normand, Romuald, Moos, Lejf, Liu, Min, Tulowitzki, Pierre, Moos, Lejf, Series Editor, Carney, Stephen, Series Editor, Ball, Stephen J., Editorial Board Member, Dempster, Neil, Editorial Board Member, Johansson, Olof, Editorial Board Member, Kofod, Klaus Kasper, Editorial Board Member, Krejsler, John B., Editorial Board Member, Normand, Romuald, Editorial Board Member, Parreira do Amaral, Marcelo, Editorial Board Member, Paulsen, Jan Merok, Editorial Board Member, Piattoeva, Nelli, Editorial Board Member, Spillane, James P., Editorial Board Member, Steiner-Khamsi, Gita, Editorial Board Member, Uljens, Michael, Editorial Board Member, Liu, Min, editor, and Tulowitzki, Pierre, editor

Published
2021
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10. France: The French State and Its Typical 'Agencies' in Education. Policy Transfer and Ownership in the Implementation of Reforms

Author

Normand, Romuald, Moos, Lejf, Series Editor, Carney, Stephen, Series Editor, Ball, Stephen J., Editorial Board Member, Dempster, Neil, Editorial Board Member, Johansson, Olof, Editorial Board Member, Kofod, Klaus Kasper, Editorial Board Member, Krejsler, John B., Editorial Board Member, Normand, Romuald, Editorial Board Member, Parreira do Amaral, Marcelo, Editorial Board Member, Paulsen, Jan Merok, Editorial Board Member, Piattoeva, Nelli, Editorial Board Member, Spillane, James P., Editorial Board Member, Steiner-Khamsi, Gita, Editorial Board Member, Uljens, Michael, Editorial Board Member, and Ärlestig, Helene, editor

Published
2020
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11. The Cultural and Social Foundations of Educational Leadership: An International Comparison. Educational Governance Research. Volume 16

Author

Normand, Romuald, Moos, Lejf, Liu, Moos, Tulowitzki, Pierre, Normand, Romuald, Moos, Lejf, Liu, Moos, and Tulowitzki, Pierre

Abstract

This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools. It contributes to an existing research field that studies diversity and ethical leadership in schools. The social dimension of school leadership is not limited to issues related to equality and equity, or social inclusion. The capacity of leaders to promote civic-mindedness and social cooperation, consensus and acceptance of others, the right balance between freedom and duties, and reciprocity of obligations, are essential to maintain democratic rights and facilitate the life together while respecting ethnic and cultural differences. Therefore, the book gathers contributions from a range of international authors capable of reporting these moral and cultural features, while broadening the research perspectives on school leadership. [Individual chapters are indexed in ERIC.]

Published
2021
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15. Introduction

Author

Carvalho, Luís Miguel, Normand, Romuald, Shi, Zhongying, Series Editor, Yu, Shengquan, Series Editor, Normand, Romuald, editor, Liu, Min, editor, Carvalho, Luís Miguel, editor, Oliveira, Dalila Andrade, editor, and LeVasseur, Louis, editor

Published
2018
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24. Introduction

Author

LeVasseur, Louis, primary, Normand, Romuald, additional, and Carvalho, Luis Miguel, additional

Published
2020
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25. Conclusion

Author

Normand, Romuald, Moos, Lejf, Series editor, Carney, Stephen, Series editor, and Normand, Romuald

Published
2016
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27. Introduction

Author

Normand, Romuald, Moos, Lejf, Series editor, Carney, Stephen, Series editor, and Normand, Romuald

Published
2016
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35. Conclusion

Author

Dolowitz, David, primary, Hadjiisky, Magdaléna, additional, and Normand, Romuald, additional

Published
2020
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36. Introduction

Author

Dolowitz, David, primary, Hadjiisky, Magdaléna, additional, and Normand, Romuald, additional

Published
2020
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42. Changing expertise and the state

Author

Rinne, Risto, primary, Zhou, Xingguo, additional, Kauko, Jaakko, additional, Normand, Romuald, additional, Medvedeva, Anna, additional, and Santos, Íris, additional

Published
2018
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45. School Policy Reform in Europe:Exploring transnational alignments, national particularities and contestations

Author

Hall, David, Wubbels, Theo, van Tartwijk, Jan, Normand, Romuald, Landri, Paolo, Verger, Antoni, Moschetti, Mauro, Quilabert, Edgar, Lingard, Robert, Popkewitz, Thomas S., Madalinska-Michalak, Joanna, Novotný, Petr, Dvořák , Dominik, Dvořáková, Michaela, Mirazchiyski, Eva Klemenčič, Alfirević, Niksa, Čačija, Ljiljana Najev, Huber, Stephan, Gördel, Bettina, Krejsler, John Benedicto, and Moos, Lejf

Subjects
Europe, transnational education policy, school reform, evidence, comparative education, European school policy
Abstract

The core of investigation in this volume is how national school policy reforms in a number of key European countries covering all key regions are framed in transnational collaborations that meet with national particularities and contestations. The volume aims at giving an overview of school policy developments in a sufficient number of countries and regions to represent the diversity of Europe within a comparative framework applied to all chapters. It takes point of departure in the fact that European countries in their school and education policies have been increasingly aligning with each other, mostly via transnational collaborations, the OECD and EU. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development (Hultqvist, Lindblad, & Popkewitz, 2018; Krejsler, 2020; Lawn & Grek, 2012; Meyer & Benavot, 2013; Moos, 2017; Rizvi & Lingard, 2010). This alignment in terms of common standards, social technologies, qualification frameworks and so forth have aimed at facilitating mobility of students, workers, business and so forth as well as fostering a European identity among citizens from Europe’s patchwork of small and medium-size countries, representing a patchwork of different languages, cultures and societal contexts (Nóvoa & Lawn, 2002; Popkewitz, 2012). This volume maps the processes of de-contextualization, when policymakers broker consensus in transnational agencies, up against the ensuing processes of re-contextualization when this de-contextualized consensus has to be re-contextualized in widely differing national contexts; here standards, frameworks and social technologies have to be adapted and digested to forms that make sense in relation to what is politically and educationally possible in each and every of these different contexts (Steiner-Khamsi, 2012). Unsurprisingly, however, these processes of policy transfer, exchange and mutual inspiration are equally rife with national contestation as transnational norms meet with national traditions. This volume thus maps the diversity of contestations that transnational policy also produces when it meets particular national contexts, ranging from progressive reform pedagogy and Bildung resistance to positivist and economistic approaches to education over increasing focus upon ‘national values’ to recent outright nationalist resentment to transnational and multilateral encroachment upon national sovereignty (Blossing, Imsen, & Moos, 2016; Hörner, Döbert, Reuter, & von Kopp, 2015; Judis, 2016; Krejsler & Moos, 2021; Uljens & Ylimaki, 2017). Equally problematic – and possibly even more opaque - is the national uptake of transnational school and educational policy is the ‘intermediary’ of issues like digitalization and commercialization by means of which policy passes as it is transformed into organization and practice (Ball, 2012; Williamson, 2017). In our approach we thus see the interplays of transnational and national school policy reforms as the intended and unintended strategies and effects of widely differing contexts for making policy for schools, i.e. reflecting what is politically and educationally possible within the national contexts, framed by its particularities: This includes attention to increased focus upon ‘national values’, immigration, populism, and so forth (Bergmann, 2018; Judis, 2016) as well as the framing effects on transnational and national school policies by particular approaches to adopting global challenges like digitalization and increasing commercialization (e.g. big data, algorithmization and platformization) (Appadurai, 2006; Snricek, 2017; Williamson, 2017).

Published
2023

47. Normalisation, territoires et politiques : l’épreuve de la qualité dans la formation professionnelle continue

Author

Normand, Romuald

Subjects
circulation des savoirs, LAN004000, Communication, GTC, marché, partage
Abstract

Introduction Ce chapitre s’intéresse à l’implication politique de la normalisation dans le domaine des politiques publiques d’éducation et de formation. En effet, en France, comme dans d’autres pays européens, on assiste depuis plusieurs années à une transformation en profondeur des modes de régulation des systèmes éducatifs dans un contexte de critique de l’action de l’État au nom d’un impératif de dérégulation et de concurrence [Van Haecht, 2000]. Parallèlement, il est possible d’observer u...

Published
2022

49. Caesars and Rubicon: The Hesitations of French Policymakers in Identifying a Third Way in Education and Training

Author

Derouet, Jean-Louis and Normand, Romuald

Abstract

This paper examines the decisions made by French policymakers at a time when France was uncertain about which option to take. The purpose is to follow how actors chart their own course in an environment with plural justifications and how they mobilise resources in several spheres to set up ever-changing networks. The investigation will bear on all levels of education, including lifelong learning as France has adopted this European recommendation. The analysis will be divided into three parts after an overview of Third Way opportunities in France over the whole period considered. The false continuation between the focus on localism and the autonomy of schools will first be explored. The second part will address the true break with the school model of the first modernity: the ideal of equal opportunities, public confidence in the state, and separation between schooling and common social life. In a third part, the analysis will be focused on the current difficulties faced by policymakers to make decisions in an environment with plural justifications. (Contains 41 footnotes.)

Published
2011
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50. Expertise, Networks and Indicators: The Construction of the European Strategy in Education

Author

Normand, Romuald

Abstract

This article describes the networks of experts involved in the fabrication of indicators and benchmarks supporting the Open Method of Coordination led by the European Commission. In studying international expertise, it explores the policy borrowing process and the transfer of knowledge between several agents and institutions at global level. Our hypothesis is that science and policy are not in a discontinuing relationship but represent, through the building of instruments and methodologies of measurement, a corpus of scientific knowledge and normative principles held by representatives of supra-national organizations and States. (Contains 7 maps and 4 notes.)

Published
2010
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