Re-Making the Middle: Dis-Intermediation in International Context

Autor/in	Lubienski, Christopher
Titel	Re-Making the Middle: Dis-Intermediation in International Context
Quelle	In: Educational Management Administration & Leadership, 42 (2014) 3, S.423-440 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143214521594
Schlagwörter	Foreign Countries; Educational Change; Educational Policy; Governance; Educational Administration; Politics of Education; Centralization; Power Structure; School Districts; Boards of Education; Academic Achievement; Equal Education; Access to Education; Public Education; Privatization; Charter Schools; Government School Relationship; Elementary Secondary Education; New Zealand; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Centralisation; Zentralisierung; School district; Schulbezirk; Ausschuss; Schulleistung; Access; Zugang; Bildungszugang; Öffentliche Erziehung; Privatisation; Privatisierung; Charter school; Charter-Schule; Neuseeland; USA
Abstract	Recent reforms in England's education system have been justified on the grounds that other countries have pursued similar approaches to education reform. Many such policies that by-pass or otherwise diminish meso-level institutions demonstrate a commitment to the idea of devolving authority to local actors. The current reforms in England and elsewhere reconfigure governance structures to diminish intermediate-level institutions on the grounds that these reforms lead to more effective and equitable educational systems. But in lieu of compelling evidence of such an impact, it appears that such policies are often instead simply a political attack on meso-level authorities, and may in fact represent an opportunity for new policy players to occupy the space left by receding meso-level institutions. This article surveys some of the specific policies that have emerged from recent policy trends, particularly those that have undercut established intermediate-level institutions in the USA and New Zealand. Reviewing the empirical record from these cases, I argue that, rather than simply devolving power away from intermediate authorities to local actors in order to produce more effective or equitable outcomes, many of these reforms have been more successful instead in creating the conditions in which new, non-state actors are able to accrue policy power for themselves. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10