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Education as a Global Positioning Device: some theoretical considerations.
- Source :
- Comparative Education; Nov2003, Vol. 39 Issue 4, p439-450, 12p
- Publication Year :
- 2003
-
Abstract
- In order to compete in a global market, some nation-states are reforming their education systems according to the principles of the 'new public management'. This is especially the case in nation-states which have a so-called liberal welfare regime: for example, the United States, England and New Zealand. The empirical basis of this convergence remains weak at the global level, but, as a set of ideas, 'governance' has some currency. The new 'governance' is not the government of old: there are calls for structural looseness: that is, ephemeral networks, partnerships, devolution. A brief consideration of this new mode of management comprises the first part of the analysis. Thereafter, an exploration is undertaken of some of the theories which may explain what is a putative structural convergence in the governance of education across some nation-states. The argument will refer particularly to critical theory and to institutionalist theory. It is argued that neither theory is a sufficient explanation of isomorphic convergence in the pattern of educational governance. Nor are the two theoretical positions easily reconciled. [ABSTRACT FROM AUTHOR]
- Subjects :
- EDUCATIONAL change
EDUCATION policy
ECONOMIC convergence
THEORY
NATION-state
Subjects
Details
- Language :
- English
- ISSN :
- 03050068
- Volume :
- 39
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Comparative Education
- Publication Type :
- Academic Journal
- Accession number :
- 11762890
- Full Text :
- https://doi.org/10.1080/0305006032000162011