The Political Process of International Education: Complementarities and Clashes in the Manitoba K-12 Sector through a Multi-Level Governance Lens

Autor/inn/en	Tamtik, Merli; O'Brien-Klewchuk, Angela
Titel	The Political Process of International Education: Complementarities and Clashes in the Manitoba K-12 Sector through a Multi-Level Governance Lens
Quelle	In: Education Policy Analysis Archives, 28 (2020) 1, (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tamtik, Merli) ORCID (O'Brien-Klewchuk, Angela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	International Education; Competition; Elementary Secondary Education; Foreign Students; Foreign Countries; Educational Policy; Governance; Nongovernmental Organizations; Federal Government; State Government; Interaction; School Administration; Administrative Organization; Political Attitudes; Economic Factors; Parent Attitudes; Student Attitudes; Decision Making; Stakeholders; Policy Analysis; Administrator Attitudes; Strategic Planning; Educational Planning; International Trade; Educational Legislation; Canada + Suchen Sie Ihr Suchwort? Internationale Erziehung; Wettkampf; Ausland; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Bundesregierung; Bund-Länder-Beziehung; Interaktion; Political attitude; Politische Einstellung; Ökonomischer Faktor; Elternverhalten; Schülerverhalten; Decision-making; Entscheidungsfindung; Politikfeldanalyse; Strategy; Planning; Strategie; Planung; Bildungsplanung; Trade; International relations; Handel; Internationale Beziehungen; Bildungsrecht; Schulgesetz; Kanada
Abstract	International education has become a policy sector of growing importance to Canada. With increased government regulations, disconnect is often observed between the intended policy outcomes and practice. This study aims to explain this disconnect by analyzing the heterogeneity among stakeholder interests. It focuses on 1) distribution of authority; 2) heterogeneity of values; and 3) complementarities and clashes in policy issues. A multi-level governance (MLG) framework (Chou et. al., 2017; Hooghe & Marks, 2003), as a guiding theoretical lens, is applied to examine the interactions among governments (federal-provincial), non-governmental organizations, school administrators, international students and their families in the context of the Manitoba K-12 sector. Data for this study were collected through document analysis and 40 semi-structured interviews. Findings indicate increased steering power of both the federal and provincial governments to regulate international education with conflicting agendas based on political ideologies. The pursuit of Canada's economic competitiveness through K-12 international education has led to a rise in the authority of non-governmental actors, including parents and students, to shape the services, programs and curriculum content offered by public schools. The study proposes adding an additional layer to the MLG framework, that of the complexities within stakeholder groups. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01