Session Information
23 SES 08 A, Knowledge Politics and Scientification of Education Reform (part 2)
Symposium, Continued from 23 SES 07 A
Contribution
When dealing with the role of science in educational reform, advocates of evidence-based reform often start with the functionalist assumption that science should and/or will contribute to the effectiveness of educational systems through improved knowledge on the system and that, accordingly, development and support of educational research by the nation-state is directly aiming at and used for the improvement of the education system and its output. In an opposite view, based on the neo-institutionalist paradigm, it is assumed that the role of educational science and research consists in legitimizing ongoing or implemented reform more than in improving effectiveness. The paper explores the issue using a sample of national reports on education submitted to UNESCO’s International Bureau of Education in 2001. In the reports emphasis was attributed particularly to curriculum reforms in the 1990s.
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