15 SES 13 B, Symposium Globalization, Policy And Agency I
The symposium aims to further understand the sociology of education with a sharp focus on issues of politics and power that impact upon global networks, education policies and identity in eight nation states including China, England, France, Israel, Italy, Nigeria, Northern Ireland, and Russia. The symposium presents original international comparisons and reflexive approaches to data, and knowledge production.
The problem that we are working together to address is the extent to which commonalities or differences exist between these multi-cultural nation states’ sociologies of education and the extent to which examining these provides opportunities for policy learning. We therefore ask five research questions. First, how does each nation state describe and understand the development of education policy since the Second World War? Second, to what extent are shifts in political ideologies revealed through this analysis? Third, to what extent do identified political ideologies impact upon participation in education policies as text and discourse? Fourth, to what extent do political ideologies impact upon the management of economic transitions, economic growth and human capital? Fifth, to what extent do the educational policies facilitate building tolerance between diverse educational stakeholders for equitable cultural diversity? Disseminating such policy learning is important so that nation states might learn from each other and develop global competences. It is important to compare educational policies as a source of mutual exchange of information between regions. Such an engagement with the evidence is what Olssen et al (2004) call policy-oriented learning. Here, policy learning means the ability of governments, or governance systems to draw lessons from the available evidence to shape policy formation, communication and implementation in the future. Further, these papers might facilitate professional educationalists to critique their own education systems, and they may be core texts on postgraduate research programmes. This is particularly significant if the potential for evidence informed policy is to play a greater role in policy formation (Pring, and Thomas, 2008).
Participants of the symposium engage with systematic enquiries using a mixed methods approach to critically analyse the social historiographies of nation states’ educational policies from the Second World War. The methods both describe education policy and address the questions of ‘how’ and ‘why’ these education policies developed as they did.
The findings reveal that each nation state identifies at least one of four themes. These four themes provide a conceptual framework to bring coherence to the collection of papers in the larger symposium. The first theme is a shift from a planned education system underpinned by communitarian ideologies to the marketization of education underpinned by capitalist ideologies. A second them is the impact of these eras on stake-holder participation. A third is the management of economic transitions, economic growth and human capital. The third theme is coupled with the fourth which is the commitment to tolerance for cultural diversity and the transformation of identity. Further, these papers provide high quality socio-historiographical (Gale, 2001) backdrops to contextualize past and future research.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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