'It Is Not Politically Correct': Exploring Tensions in Developing Student-Centred Policy in Cambodia

Autor/in	Ogisu, Takayo
Titel	'It Is Not Politically Correct': Exploring Tensions in Developing Student-Centred Policy in Cambodia
Quelle	In: Compare: A Journal of Comparative and International Education, 48 (2018) 5, S.768-784 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1353409
Schlagwörter	Educational Policy; Educational Change; Foreign Countries; Sociocultural Patterns; Teaching Methods; Policy Analysis; Politics of Education; Student Centered Learning; Policy Formation; Models; Decision Making; Nongovernmental Organizations; Cambodia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsreform; Ausland; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Politikfeldanalyse; Educational policy; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Politische Betätigung; Analogiemodell; Decision-making; Entscheidungsfindung; Kambodscha
Abstract	Drawing on a sociocultural perspective, this article analyses a Cambodian student-centred policy named Effective Teaching and Learning (ETL) to explore how this policy is practiced, or constructed through the negotiation among policy actors. Tensions I found in the policy between radical orientation toward the transformation of knowledge and its conservative approaches based on the transmission of knowledge, was used as a scaffold to make sense of the politics in education policy-making. In-depth interviews with national and international policy actors indicated that ETL's intended transformation orientation was altered to fit more closely with the existing top-down, transmission-based structure over the course of negotiation. Such tensions, however, allowed various stakeholders to take part in pedagogical reform -- not necessarily ETL per se -- bringing their distinctive perspectives. These findings suggest the importance of shedding light on the sociocultural nature of education policy-making, an aspect that has been less explored in current policy implementation research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01