The Global Education Policy of School-Based Management in Conflict-Affected Contexts: Current Reach, Prominent Rationales, and Future Research

Autor/inn/en	Edwards, D. Brent, Jr.; Higa, Sterling
Titel	The Global Education Policy of School-Based Management in Conflict-Affected Contexts: Current Reach, Prominent Rationales, and Future Research
Quelle	In: Policy Futures in Education, 16 (2018) 3, S.306-320 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210317742213
Schlagwörter	Global Approach; Educational Policy; Governance; Conflict; International Organizations; School Administration; Administrative Organization; Community Education; Educational Environment; Educational Quality; Educational Resources + Suchen Sie Ihr Suchwort? Globales Denken; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Konflikt; International organisation; International organisations; International organization; Internationale Organisation; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Bildungsmittel
Abstract	For those who focus on the role of education in international development, the approach to education governance of school-based management (SBM) has been the primary means by which the participation of community members has been incorporated into the provision of education. However, while SBM is a well-known approach to governance that has become a global education policy, in that it is widely promoted, adapted, and implemented, a trend that stands out--and which is addressed in this paper--is the use of, and reference to, SBM in work on conflict-affected contexts (CACs). Indeed, there has been insufficient attention directed at understanding how SBM is advocated in these contexts. Our intention is to use the present paper as a point of departure for further discussion on issues that arise in relation to the intersection of SBM and CACs. With that in mind, we seek to characterize the extent to which international organizations espouse support for SBM, particularly when it comes to its applicability in CACs; to review the rationales that are invoked in favor of this governance model, again with a focus on CACs; and to highlight important areas for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01