Purpose
For some time, there has been an endeavor in the policy arena to persuade the public with references to the term “evidence-based policy”. The term seems to have its origin in the UK’s election of the Blair government. The evidence-based policy movement emerged from a desire to remove ideology from the policy process and consequently increase the credibility of policy proposals. Subsequently, governments in several member states of the Organisation for Economic Co-operation and Development (OECD) expressed the same assumption of systematic policy knowledge (Botterill & Hindmoor 2012). In this paper, the purpose is to explore some of the salient international policy discourses underpinning school reforms in Western countries, with the current school reform in Sweden used as an example in a context of ongoing reforms in all the Nordic countries.
The research questions are: (i) what arguments and actors in the international education arena are relevant to the national reform priorities and what references are considered important for legitimizing the reform? (ii) how can comparative research perspectives contribute to explore aspects of (in) equalities in national school reforms against a backdrop of international educational policy discourses?
Theoretical framework
Drawing on Vivien Schmidt (2015) and her theory of discursive institutionalism, the missing link in understanding the connection between ideas and collective action is discourse. Within discursive institutionalism, discourse is understood as human interaction through discursive argumentation by which ideas are conveyed and translated. People have both “background ideational abilities”, which help them understand meanings and act within different institutional contexts, and “foreground discursive abilities” , which enable them to deliberate on institutions in a critical way in order to change them. In their discursive argumentation, actors form discourse coalitions, which are basically kept together by their shared ideas and basic principles. For this type of opinion formation, the agents of change use a communicative discourse to argue, deliberate, and persuade people to change their view of an institution, such as the school. Communicative discourses can be both deliberative and persuasive (Author & Non-Author, 2018).
The concepts of background and foreground ideas, as well as cognitive and normative ideas and coordinative and communicative discourses, are all conducive when forming an analytic framework for exploring school reforms. Policy ideas communicated through coordinative and communicative discourses represent aspects of power regarding the meaning and purpose of the institution. Three different ways of thinking about the discursive power of ideas can be identified. First, power through ideas is relevant when actors have the capacity to persuade other actors to adhere to a certain viewpoint. Second, power over ideas is demonstrated when certain actors have the capacity to control and dominate the meanings of ideas. Third, and finally, power in ideas is about ideational power in institutionalizing certain ideas at the expense of other ideas—that is, forming dominant discourses about an institutional idea or activity. There are good reasons for combining discursive institutionalism (Schmidt, 2015) and curriculum theory (Deng & Luke, 2008; Author & Non-Author, 2018) in studies on educational reform. Discursive institutionalism contributes to an understanding of how ideas are formed, communicated, and translated into collective action in international arenas, while curriculum theory has more to say about different analytical levels, views of knowledge, and connections between policy ideas and discursive and social practices at the local level. Moreover, a comparative approach contributes to educational studies through its methodology of detailed comparisons of certain phenomena in different arenas, especially at different levels in an educational policy system with consequences for national and local conditions for schooling (Steiner-Khamsi 2012).