Re-Conceptualising Education Policy Trajectories in a Globalised World: Lessons from a Multi-Level Comparison of Accountability in France and Quebec

Autor/inn/en	Maroy, Christian; Pons, Xavier
Titel	Re-Conceptualising Education Policy Trajectories in a Globalised World: Lessons from a Multi-Level Comparison of Accountability in France and Quebec
Quelle	In: Comparative Education, 57 (2021) 4, S.560-578 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2021.1981714
Schlagwörter	Educational Policy; Comparative Education; Accountability; Global Approach; Educational Change; Performance Based Assessment; Foreign Countries; Policy Analysis; Educational Theories; Educational Legislation; Political Influences; Canada; France + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Vergleichende Erziehungswissenschaft; Verantwortung; Globales Denken; Bildungsreform; Leistungsermittlung; Ausland; Politikfeldanalyse; Educational theory; Theory of education; Bildungstheorie; Bildungsrecht; Schulgesetz; Political influence; Politischer Einfluss; Kanada; Frankreich
Abstract	This article aims to show the value of the concept of policy trajectory to compare, from a long-term perspective, the transformations of education policies in the context of globalisation. After discussing the scope and limitations of the analyses of the concept in the literature -- descriptive, sequential, metaphorical and building on the works of Stephen Ball --, we propose, our own conceptualisation. This regards policy trajectory as a double shift in time and space and understood as the result of different processes of path dependency, translation and bricolage. The forms of this trajectory depend on the educational orders at work at different levels of school systems, and not only at the global level. To illustrate this approach, we draw on a study which compared performance-based accountability policies in France and Quebec. Despite some challenges, this approach has the merit of proposing a fruitful theoretical framework for studying and comparing policy implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01