Literaturnachweis - Detailanzeige
| Autor/in | Hartley, David |
|---|---|
| Titel | Education as a global positioning device: some theoretical considerations. |
| Quelle | In: Comparative education, 39 (2003) 4, S. 439-450Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben 53 |
| Sprache | englisch; englische Zusammenfassung |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0305-0068 |
| Schlagwörter | Bildung; Bildungspolitik; New Public Management; Humankapital; Globalisierung; Theorie; Bildungseinrichtung |
| 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. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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