Envisioned and Enacted Practices: Educational Policies and the 'Politics of Use' in Schools

Autor/in	Schulte, Barbara
Titel	Envisioned and Enacted Practices: Educational Policies and the 'Politics of Use' in Schools
Quelle	In: Journal of Curriculum Studies, 50 (2018) 5, S.624-637 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schulte, Barbara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2018.1502812
Schlagwörter	Foreign Countries; Educational Policy; Educational Practices; Politics of Education; Educational Change; Curriculum Implementation; Creativity; Educational Innovation; China + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungspraxis; Educational policy; Bildungsreform; Kreativität; Instructional innovation; Bildungsinnovation
Abstract	It is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers' understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the 'politics of use' in teachers' work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors' immediate institutional environments.In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how "education for creativity" is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01