School Policy Reform in Europe: Exploring Transnational Alignments, National Particularities and Contestations. Educational Governance Research. Volume 22

Sonst. Personen	Krejsler, John Benedicto (Hrsg.); Moos, Lejf (Hrsg.)
Titel	School Policy Reform in Europe: Exploring Transnational Alignments, National Particularities and Contestations. Educational Governance Research. Volume 22
Quelle	(2023), (327 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Krejsler, John Benedicto, Ed.) ORCID (Moos, Lejf, Ed.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2365-9548
ISBN	978-3-031-35433-5
Schlagwörter	Foreign Countries; School Policy; Educational Change; Alignment (Education); Neoliberalism; Governance; Global Approach; Educational Policy; Educational Practices; Democratic Values; Europe; Denmark; United Kingdom (England); Germany; Austria; Switzerland; France; Italy; Spain; Poland; Czech Republic; Slovenia; Croatia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Schulpolitik; Bildungsreform; Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Globales Denken; Politics of education; Bildungspraxis; Europa; Dänemark; Deutschland; Österreich; Schweiz; Frankreich; Italien; Spanien; Polen; Tschechische Republik; Slowenien; Kroatien
Abstract	This book discusses national school policy reforms in a number of key European countries and shows how these are framed in transnational collaborations that meet with national particularities and contestations. It gives an overview of school policy developments that represents the diversity of Europe within a comparative framework. 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, EU, and the Bologna Process. Even the IEA has been instrumental to motivate alignments by means of influential surveys, knowledge production and methodological development. 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. In national recontextualizations, however, alignments have been continuously contested according to the particularities of what has been possible educationally and politically in the different national contexts. Furthermore, the return of national(isms) as well as the rise of edubusiness and digitalization have been increasingly influential. This book thus concludes that increasing transnational alignments have to be observed with meticulous attention to different national contexts that matter greatly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01