Mediatizing educational policy: the journalistic field,science policy,and cross‐field effects

This paper is concerned to demonstrate the usefulness of the theory of Bourdieu, including the concepts of field, logics of practice and habitus, to understanding relationships between media and policy, what Fairclough has called the ‘mediatization’ of policy. Specifically, the paper draws upon Bourdieu’s accessible account of the journalistic field as outlined in On television and journalism. The usefulness of this work is illustrated through a case study of a recent Australian science policy, The chance to change. As this policy went through various iterations and media representations, its naming and structure became more aphoristic. This is the mediatization of contemporary policy, which often results in policy as sound bite. The case study also shows the cross‐field effects of this policy in education, illustrating how today educational policy can be spawned from developments in other public policy fields.     

Predicting Position on Teaching Creationism (Instead of Evolution) in Public Schools

ABSTRACT

The federal government has repeatedly denied the introduction of creationism into public schools as it is a direct violation of the separation of church and state. Little is known about those who would opt to eliminate evolution in scientific curriculum altogether. The authors examined this more extreme anti-evolution perspective in a nationally representative sample of U.S. adults ( N = 2,000). A binary logistic regression model involving 11 relevant predictors revealed that the most important predictor of support for the teaching of creationism-only education in public schools was low educational attainment, which yielded a stronger magnitude of effect than did belief in God or importance of religion. Results are interpreted and discussed in the context of implications for educational policy and science curriculum in public schools.     

What Do We Really Learn from PISA? The Sociology of its Reception in Three European Countries (2001–2008)1

This article synthesises some findings of an international research project called Know&Pol to question the effects of the OECD's Programme for International Student Assessment (PISA) on the public debate in three European countries (France, Portugal and Scotland). Using a political science approach, it shows that Pisa did not favour policy learning among actors, but confirmed their pre-existing opinions and policy stances and that it legitimised them by affixing them with the seal of a statistical international survey.     

Sunshine Dialogue II

Abstract

The ideal of bildung as a goal for higher education and research (HER) in European Union member states is losing ground to more pragmatic goals such as innovation and growth. This shift in the policy perspective about the role of science in society has given rise to a system of multi layered governance which in turn is progressively giving rise to the emergence of a new normative regime for the HER sector. This normative regime involves the blurring of boundaries between the public and the private and the introduction of social accountability as a criterion for evaluating scientific knowledge. The paper concludes that the elision of the boundary between private and public disguises real problems about defining who owns what particularly in the light of the increasing commercialisation of public funded science. Further, the limitation of social accountability to select groups of actors who can afford to pay for influencing research raises questions about the ability of the new governance regime for HER to achieve the democratic aims that it purports to pursue.     

BROADENING THE DEBATE: COMMENTS ON MICHAEL J. FEUER'S MODERATING THE DEBATE

Abstract. In Moderating the Debate: Rationality and the Promise of American Education, Michael Feuer argues that insights from cognitive science and the theory of bounded rationality can help us understand why educational policy makers overreach in seeking optimal solutions to educational problems. In this essay, Emily Robertson argues that cognitive science is of limited help for two reasons. First, since the findings of the theory of bounded rationality are supposed to describe how we actually do make decisions under conditions of uncertainty, it is unclear how those findings can help us explain why educational policy makers have apparently used different decision‐making strategies. Second, the idea that educational reform can be set right by being made the province of more fully rational policy makers neglects the public, value dimension of education, and thus obscures some of the true sources of overpromising.     

Race And Ethnicity: Powerful Cultural Forecasters Of Science Learning And Performance

This article addresses the impact of race and ethnicity on students' science learning in US schools. Specifically, it discusses (a) the constructs of race, ethnicity, and culture, and the racial and ethnic student composition in US public schools; (b) effective classroom practices for curriculum, instruction, and assessment related to race and ethnicity; and (c) future policy and practice regarding race and ethnicity in science education. We discuss the science learning and teaching of African American, Latino, and Asian American students. Even though Asian American students are viewed as the model minority, some struggle with science learning, because their languages and cultures are seen as hurdles. As there is little defendable science education research related to Native Americans at the precollege level, we remain silent in this area.     

Re-Norming the Science–Society Relation

The ideal of bildung as a goal for higher education and research (HER) in European Union member states is losing ground to more pragmatic goals such as innovation and growth. This shift in the policy perspective about the role of science in society has given rise to a system of multi layered governance which in turn is progressively giving rise to the emergence of a new normative regime for the HER sector. This normative regime involves the blurring of boundaries between the public and the private and the introduction of social accountability as a criterion for evaluating scientific knowledge. The paper concludes that the elision of the boundary between private and public disguises real problems about defining who owns what particularly in the light of the increasing commercialisation of public funded science. Further, the limitation of social accountability to select groups of actors who can afford to pay for influencing research raises questions about the ability of the new governance regime for HER to achieve the democratic aims that it purports to pursue.     

The Brazilian experience with agroecological extension: a critical analysis of reform in a pluralistic extension system

ABSTRACT

Purpose: To analyze the Brazilian experience in designing and implementing a recent extension policy reform based on agroecology, and reflect on its wider theoretical implications for extension reform literature. Design/methodology/approach: Using a critical public analysis we characterize the evolution of Brazilian federal extension policy between 2004 and 2015, using political and legal documents as well as recent academic studies for policy frame characterization and implementation analysis. Findings: The case reveals the difficulty of implementing an agroecological extension approach as part of the endogenous development proposal expressed in 2004 PNATER. The agroecological proposal tended to be impaired by a more general demand for diverse public policy programs implementation, facing a series of institutional constraints. A policy reframing process led to a search for alternatives to make it compatible with a federal centralization trend and public administration rules, resulting in a contracting out emphasis. Theoretical implications: The study shows the political economy aspects of extension reform, and how original plans are influenced by path dependence and different and contrasting demands. Practical implications: The study points to the importance of considering political and institutional environments in extension reforms, and indicates a necessity for additional reflection about strategies for scaling up proposals for agroecological and sustainability oriented extension. Originality/value: Few studies are dedicated to understanding the political economy of extension reform, and reform of Brazilian rural extension systems.     

Rationality and rationalisation in teacher education policy discourse in New Zealand

Background:?A newly elected centre-right coalition government in New Zealand was forced to deal with the cumulative fiscal consequences of two unforeseen challenges: a global financial crisis in September 2008 and two major seismic events in the country's second largest city in 2009 and 2010. This paper examines the way in which policies for initial and continuing teacher education were reshaped thereafter and the justifications provided by government for these changes.

Purpose:?The paper examines the plausibility of the government's contemporary ‘crisis’ discourse and aims to show how ‘rational’ education policy changes also carry broader ideological and political agendas for teacher education. Thus, current changes to teacher education policy are located in the historical context of trends over the last two decades.

Sources of Evidence:?The paper uses official statements by government and officials to show how they justified the policy changes as the only possible responses to an external economic crisis. Secondary sources of statistical economic data and policy texts are used to demonstrate that equally plausible alternative responses were overlooked, rejected or ignored.

Main argument:?The paper construes teacher education policy as both text and discourse. It is argued that the media statements of politicians and officials are intended to secure popular approval for public education austerity measures, while at the same time masking an underlying political and ideological project and ignoring the informed policy rebuttals of some educationists.

Conclusions:?The steps taken in New Zealand to respond to a short- to medium-term national fiscal crisis have major long-term consequences for teacher education. Most apparent is the continued failure to acknowledge the major incremental reductions in public subsidies for initial teacher education that have occurred year on year since the early 1990s and, instead, to reiterate the new public management ideology of further public service efficiencies.     

Assessing mathematics within advanced school science qualifications

Following sustained discussion regarding the relationship between advanced mathematics and science learning in England, the government has pursued a reform agenda in which mathematics is embedded in national, high stakes A-level science qualifications and their assessments for 18-year-olds. For example, A-level Chemistry must incorporate the assessment of relevant mathematics for at least 20% of the qualification. Other sciences have different mandated percentages. This embedding policy is running in parallel with an adding policy that is encouraging all young people to include the study of mathematics to 18. In this paper, we present a detailed scrutiny of the published sample assessment materials in the new A-level Physics, Chemistry and Biology qualifications in order to consider what the impact of this policy move might be for the teaching and learning of mathematics, its applications in upper secondary school advanced science studies and the implications in the transition to mathematically-demanding undergraduate studies.     

Where Theory and Law Meet: Trends in establishment clause jurisprudence in the US federal courts and implications for science education

In this study, federal court opinions and writings of legal scholars, spanning 63 years of establishment clause jurisprudence in the US federal courts were analysed in an effort to determine dominant trends in judicial philosophy that are of significance to science educators. The study's findings suggest that the dominant legal theory underpinning the adjudication of establishment clause cases on the US Supreme Court has undergone a shift from one that emphasizes separation of church and state to one that favours integration of religion in the public sphere. This development poses significant challenges to science educators who are charged with the task of teaching in accordance with state science standards that emphasize topics that are considered controversial (e.g. evolution and global climate change) by many in the faith-based community. These findings constitute a basis for forecasting future actions in US courts regarding the role of government in establishing religious practices in the public sphere—particularly where such actions intersect with the roles of teachers in the nation's public K-12 science classrooms. Finally, we argue that scientists and science educators must adopt an assertive stance in defining science in curricular frameworks, providing something for the courts to draw upon in future decisions.     

A review of Patti Lather??s ??Engaging science policy from the side of the messy??

In Engaging Science Policy from the Side of the Messy, Patti Lather explores the relationship between science and policy. In this review Rosser explores how Lather argues for the use of all forms of research to make policy that is democratic, complex and messy.     

Charting teacher education policy in the Republic of Ireland with particular reference to the impact of economic recession

Background: Teacher education is an area of concern both in the policy and practice domains in both international and national contexts. Internationally, there are a wide range teacher education programmes and there is also considerable diversity with reference to policy approaches that operationalise such provision.

Purpose: This paper focuses on teacher education policy in Ireland and explores the relationships that exist between policy and teacher education as a sub-system of the education system.

Sources of evidence: Data from Governmental legislation, discussion papers, professional bodies commentaries, institutional practice and research.

Main argument: The paper provides a critical analysis of existing policy and practice in the area and it reflects on recent policy approaches in the context of the difficult economic circumstances, which Ireland has been experiencing since 2010.

Conclusions: The process of policy formation has been historically slow and rarely rational. It is likely to remain so for the foreseeable future given the current fiscal crisis and the need to further reduce public spending, with teacher education viewed primarily in terms of promoting economic objectives.     

Public understanding of science: from contents to processes

Public understanding of science is commonly seen in terms of lay persons' understanding of the contents of science. This article argues that it may be more salient to consider public understanding of the internal processes of science ‐ of the nature of scientific knowledge and of the sorts of information that science can reasonably be expected to provide. Drawing on the reported statements of non‐scientists in the media following the Chernobyl nuclear reactor accident, the article argues that the view of scientific knowledge that many people appear to hold is not one that can help them interpret and cope successfully with sts issues. The role that formal science education plays in sustaining this unhelpful view of science is discussed and some implications for practice are considered.     

National Science Education Standards: A political document

The National Science Education Standards provides a vision teaching and learning science for the science education system and criteria to measure progress toward that vision. The document contains standards for content, teaching, assessment, three major levers of change identified by policy analysts. The Standards also include program standards for schools and districts and system standards. This article describes how the Standards were developed within a political context, through a process with political aspects and includes political intents. It closes with recommendations about why and how science education researchers might engage in the political process. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 711–727, 1998.     

Implementing a parental involvement policy to enhance Physical Sciences learner’s academic achievement in rural secondary schools

In many countries, including South Africa, the underperformance of Physical Sciences learner’s is a great concern. The purpose of this study was to find out how the academic achievement of science learners can be addressed through implementing a parental involvement policy. The policy on parental involvement can only be successful if there is an effort to ensure effective participation of parents in school activities, which includes helping learners with homework, discussing learners’ behaviour with teachers, motivating learners and communicating about and participating in science activities. This was a qualitative research study and the cultural–historical activity theory (CHAT) acted as a lens and offered a broad approach to analysing a parental involvement policy and the contexts of science learning. The research was conducted in rural public secondary schools and data were collected by means of face-to-face interviews. The study recommends that parents need training and development to perform their functions optimally in science activities. Effective communication between parents and the school and providing assistance to child-headed families are imperative.

     

THE POSSIBLE ROLE OF THE COUNCIL OF EUROPE IN ASSISTING THE DEVELOPMENT OF SCIENCE IN CENTRAL AND EASTERN EUROPEAN COUNTRIES

Most of this article consists of the reproduction of Recommendation No. R (95) 7 of the Committee of Ministers [of the Council of Europe] to Member States on Brain Drain in the Sectors of Higher Education and Research, adopted by the Ministers’ Deputies on 2 March 1995 and of its Annex consisting of a set of concrete measures to be taken in order to enact and to support the Recommendation. The Recommendation and Annex statements are preceded by two background statements, one suggesting ways in which the Council of Europe might aid the development of science and science policy in the countries of central and eastern Europe undergoing transition, the other, giving the background to Recommendation No. R (95) 7.     

Using the Sociology of Associations to Rethink STEM Education

Using three constructs taken from Latour's 2005 book, Reassembling the Social, we consider our work in 2 contexts that were part of a project to support science teachers working with English learners: an 8th-grade physical science class in a summer science enrichment academy, and a 6th-grade Earth science class in a public middle school. We utilize Latour's constructs of (a) group formation, (b) mediators and intermediaries, and (c) traces of intentionality to interpret the interactions that occur in these spaces. We analyze these interactions to make a broader argument about the limitations of improvement science perspectives that are increasingly influential in science, technology, engineering, and mathematics (STEM) education research in the U.S. context.     

B Is For Burqa,C Is For Censorship: The Miseducative Effects of Censoring Muslim Girls and Women's Sartorial Discourse

In this article, I add a discursive analysis to the discussion about Muslim girls and women's dress in non-Muslim educational contexts. I argue that a law or policy that prohibits the wearing of khimar, burqa, chador, niqab, hijab, or jilbab in the context of public schools is a form of censorship in educational contexts. This sartorial censorship is miseducative in the sense that it impedes the achievement of important educational goals, especially in public education. I consider the public nature of public education and discuss three sets of miseducative effects: First, the examination of discursive processes, including the production of social norms, is limited. Second, the critical uptake of the banned discourse by female Muslim students themselves is foreclosed, and their agency hindered. Third, a metadiscourse arises that translates individual sartorial discursive acts into generalized terms (such as “veils” and “headscarves”) without noticing what is lost in translation.     

The disruptive transition from middle to high school: opportunities for linking policy and practice

Educational transitions are points during which students move from one level or unit of the schooling process to the next; they are generally associated with a cluster of discontinuities that can disrupt student progress. This article focuses on one type of transition that all students in US public schools must traverse: the systemic transition from middle to high school. More specifically, the study establishes the transition as a problematic occurrence receiving insufficient attention from education professionals, and considers policy options that have the potential to influence educational practice to be more supportive during these disruptive periods. The first section defines the transition of interest in the study and discusses the ways in which this seemingly ‘invisible’ organizational policy can be addressed in practice. The second section analyses a nationally‐representative data set to demonstrate the negative impact of the transition on pupil performance in mathematics and science. The final section explores potential policy responses to this disruptive organizational feature of US public educational systems that may overcome the heretofore insufficient responses in practice.