Literaturnachweis - Detailanzeige
Autor/in | Ogisu, Takayo |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |