Theorizing the Affective Regime of "Best Practice" in Education Policy

Autor/in	Zembylas, Michalinos
Titel	Theorizing the Affective Regime of "Best Practice" in Education Policy
Quelle	In: European Educational Research Journal, 22 (2023) 2, S.281-294 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zembylas, Michalinos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041211058294
Schlagwörter	Moral Values; Best Practices; Educational Policy; Citizenship Education; Guides; Information Technology; Ethics; Digital Literacy; Policy Formation; Educational Theories; Criticism; Governance; International Organizations; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Moral value; Ethischer Wert; Politics of education; Bildungspolitik; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Handbuch; Leitfaden; Informationstechnologie; Ethik; Politische Betätigung; Educational theory; Theory of education; Bildungstheorie; Kritik; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; International organisation; International organisations; International organization; Internationale Organisation; Ausland; Europa
Abstract	This paper theorizes the affective and moral grounding of "best practice" policymaking, particularly how best practice operates as an affective regime that encourages certain affective norms. To illustrate this, the author takes up the example of best practices promoted by the CoE's "Digital Citizenship Education Handbook" for the acquisition of digital citizenship competences. It is shown that the distribution of best practices creates a set of affective conditions--especially through cultivating certain affective skills/competences and ethics/morals--that govern the ways in/though which best practices ought to be appropriately materialized. The paper discusses two implications of this analysis for education policymaking and policymakers. The first implication suggests that there needs to be work informing policymakers how affect works to create regimes of best practice; the second implication emphasizes the importance of working with policymakers to explore how they could challenge affective regimes of best practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01