Session Information
23 SES 08 A, Knowledge Politics and Scientification of Education Reform (part 2)
Symposium, Continued from 23 SES 07 A
Contribution
When it comes to teacher education reform one does often make use of externalization (Schriewer 1990) and weak ties (Granovetter 1983; Watts 2003). In one way or another, one may speak about travelling reforms (Ozga & Jones 2006). One will find as cause for implementation and adoption of alien solutions the construction of (international) quasi-evidence by comparisons (Werler 2009). Finally, it is about implementing alien cultural content into one’s own system to solve «problems». The following comparative paper will discuss these perspectives and compare the construction of legitimacy efforts of governments reforming teaching education in Germany and the Scandinavian countries (Norway, Denmark and Sweden). On the basis of quantitative and qualitative documentary analysis, the paper aims to answer the following questions: What «content» was implemented to solve which problem? How was the «solution» integrated into a nation’s culture of educational policy? The paper will provide deeper insight on the following questions: In how far and how do non-state actors or transnational (knowledge) regimes have influence on national reform agendas? How and to what extent is the comparative element used to advance the national reform agendas? Despite international pressure, question can be raised whether nation-specific reform solutions still are preferred
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