政策借鉴与传播：构建比较政策学的核心研究领域

本文主要以概览的视角回顾了在教育政策借鉴与传播（policy borrowing and lending）研究中的主要议题和趋势。政策借鉴与传播是一个在学术上依托于比较教育学和公共政策学的研究领域。在比较教育学中,针对“旅行式改革”（travelling reforms）、全球化教育政策的探索是一个经久不衰的研究课题。本文主要描述了政策借鉴与传播研究领域的历史,并讨论了四个新的研究趋势：第一,由双边框架向国际标准框架的转变;第二,学者们开始关注各国系统与个案背后的逻辑;第三,政策图景（policyscapes）概念对研究方法论的启示;第四,政策映射研究,即借鉴他国教育政策时的本土解读。     

“第四条道路”关照下的教育领导变革与教师专业发展：理论进路与实践样态——祝刚与丹尼斯·舍利教授的对话与反思

全球教育变革的意义、动力与实践模式正在发生新的范式转变。面对全球以新自由主义为主导的教育改革运动,国际知名教育变革与教师教育学者丹尼斯·舍利教授与同事提出了旨在促进可持续发展、创新和包容的全球教育变革的"第四条道路"。目前,"第四条道路"变革模式已经在芬兰、加拿大、新加坡和韩国等国家开展。针对教育变革所面临的一系列新紧迫性,丹尼斯·舍利教授分析了他提出的以"中间引领"与"社区组织"为突破口的教育改革模式。鉴于教师教育在全球教育变革的重要性,丹尼斯·舍利提出了正念型教师的概念,探讨了教师教育中需要发展的5种类型的专业资本,即人力资本、社会资本、决策资本、道德资本和符号资本。同时,丹尼斯·舍利还关注教育变革背景下教师的幸福感与不同样态的教师文化。针对人类面对的全球性问题,如新型冠状病毒和气候变化,丹尼斯·舍利呼吁通过跨文化对话和交流,同时加强人文课程来应对这些挑战。就上述问题,本次对话从理论进路与实践样态两方面开展了深入的学术对话,以昭示"第四条道路"关照下的教育领导变革与教师专业发展。     

Balancing classroom ready with community ready: enabling agency to engage with community through critical service learning

Recent initial teacher education policy and regulatory frameworks privilege “classroom ready” discourses. Taking up “readiness” as technical skill requiring more “practice” leads to narrowing of teachers’ roles and efficacy with increasing pressure and regulation that marginalises ideals to equip pre-service teachers to be “community ready”. We argue that enabling preservice teacher agency to engage with community beyond notions of mastering bounded classroom practice is critical to teachers’ roles. Supporting teachers to teach in context as engaged global citizens requires a readiness of relational understanding and skills about the lived experiences of learners, and their wider community contexts. Data from a critical service learning case study highlight how preservice teacher agency to engage with community is conceptualised and experienced in simultaneously beneficial and challenging ways. These findings indicate the complex, yet necessarily significant contributions of service learning experiences to the development of preservice teacher “readiness”.     

Quality in Teacher Education: a suppressed theme?

With the emergence of neo‐conservative and neo‐liberal ideologies since the early eighties the formula “quality” has superseded continuously the leitmotif “equality of educational opportunities” in debates on education in most member states of OECD—initially as reaction against reforms in the secondary sector of education, then in higher education by focusing on economic and administrative aspects. Although the term “quality” has remained rather vague, it has dominated debates on education since the early nineties and some observers even speak of a “quality movement”. With a certain delay, the same applies to teacher education (TE) and one may hold the impression that TE has been surprised by discussions on “quality in/of TE” which focus on economic and administrative aspects—aspects suppressed in most systems of TE in the member states of the European Union (EU) so far. This article analyses the complex background of debates on “quality in TE” by focusing on sociological perspectives and arguments of the educational sciences. Then it defines problem areas of TE which seem to be in need of improvement. Thirdly, it discusses measures to deal with perceived problems by taking into account experiences in various European countries discussed on occasion of an all‐European seminar of experts supported by the Commission of the European Union. In dynamic societies even preserving the existing “quality” of education systems and TE calls for permanent improvement. If it is intended to increase the “quality” of TE, improvements seem to be indispensable both permanently and of a substantial nature. Based on existing strength of TE and on continuous evaluation, improvements and reforms will be necessary both in its curricula (e.g. aims contents, methodologies) and in its organisational as well as administrative areas. Research in TE as well as competencies of teacher educators will have to play crucial roles. It might become possible to deal with a suppressed theme more pro‐actively.     

The changing face of creativity in Australian education

Traditional ties between “arts” education (that is, discipline-based arts subjects and activities in schools) and an emergent notion of “creativity” in educational discourses and policy documents are loosening, with implications for both. While creativity seems to be on the ascendant, the arts may not be as fortunate; creative skills and capacities are emerging as a central focus of twenty-first century learning, while the arts continue to fight for room in an overcrowded curriculum. In this article, we examine some policy-level shifts in focus towards creativity and its conflation with innovation, and its trickle-down effects in secondary and tertiary learning environments. Central to this analysis is the diffuse and often contentious constructions of discourses of creativity, and its inability to be clearly and consistently defined or measured in the education sector. The need to quantify creativity and its presence in schools is on the rise, and this article tracks its implications for teacher education, policy development and curriculum and pedagogical evolution in the twenty-first century.     

Black,White, and Rainbow [of Desire]: the colour of race-talk of pre-service world language educators in Boalian theatre workshops

This article examines how Boalian Theatre of the Oppressed exercises helped instructors and pre-service teachers navigate the consequences of ventriloquized, racialized discourses in a pre-service world language teacher education classroom. Applying a critical and performative approach, we analyse the mostly White student–actors’ varying representations of a “White teacher’s” use of the term “hoodlum” for classroom management and the resulting communication breakdown that occurred between the teacher and a “Black parent.” Findings indicate that rehearsing pre-service teachers’ classroom struggles helped to move the group away from monochromatic perceptions of White/Black, Teacher/Parent interactions to a polychromatic view of interlocutors’ multiple histories and investments. This study has implications for revitalizing the place of world language education in K-12 education, extending the acquisition of second language verbs and nouns to incorporate connections between language, culture, history, and power.     

Someone else's game: constructing the English teaching professional in New Zealand

In the last 15 years, New Zealand has experienced a range of educational “reforms” driven by a neo-liberal agenda which has insisted that the education system serve the goal of enhancing the nation's economic performance and its competitive edge through the inculcation in learners of the skills requisite to the pursuit of this goal. Fuelled by a perception that the education system needed quality management and greater accountability to its clientele, a series of administrative reforms were put in place in the late 1980s and were followed by a series of radical, state-dictated curriculum and assessment reforms. The subsequent reshaping of curriculum and assessment has had a profound impact on the nature of teachers’ work and their identity as professionals. Using research undertaken in New Zealand in the later 1990s, this article examines ways in which 1990s reforms in New Zealand have worked to reconstruct the professional knowledge (including pedagogical knowledge) of secondary English teachers. It further examines the implications of these changes in teachers’ work for professional identity and discusses some of the implications of these “reforms” for pre-service teacher education.     

Comparative glocal perspectives on European teacher education

This article reports the findings of a PhD study, which offers comparative perspectives on teacher education in a period of reforms, inquiring into stakeholders’ perceptions in English, French, Italian and Spanish contexts as case studies. The interaction of needs and constraints in European initial teacher education within higher education reforms, and the mediation between contrasting influences and diverse education cultures, are viewed as global phenomena: teacher education practices in different countries can be described as ‘translations’ of European policies, with innovative potential in glocal developments. This article explores some issues of the European dimension of teacher education, reporting the qualitative findings of the study, underpinned by a theoretical framework encompassing globalisation and social ecological studies. In the four case study contexts, the focus is on secondary teacher education; when a subject perspective is required, it concerns the area of modern languages, considering their transversal role in European education policies. Findings from the national case studies come from a limited empirical sample, but can be of interest in showing emerging tensions and trends.     

Teacher knowledge: a complex tapestry

Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three ways of knowing: “knowing how,” “knowing why,” and “knowing what” and then applies these three knowledge discourses across six domains of teacher knowledge. The framework was developed from a study of 14 teachers in their first year of teaching, and in this article the framework is applied to their experiences to illustrate specific gaps in their teacher knowledge. It is proposed that this conceptualisation of teacher knowledge allows those involved in teacher education and induction to more clearly identify professional learning needs and develop their programmes with specificity.     

Becoming a teacher educator: Voices of women academics in canadian faculties of education

Although much has been written on teacher education, voices of teacher educators have been ignored; we know little about their struggles and strategies. This article juxtaposes narratives of five women academics in Canadian faculties of education against the literature on continuity, change and critique in teacher education. I contend that a better understanding of these trends requires approaching them through narratives of involved individuals. The article focuses on the recruitment stage of a university career. For many, teacher education is a second career. Late entrants must “catch up,” while younger high flyers strive to reach ever-rising expectations of academic productivity.     

Restructuring Teacher Education in Australia

Debate on teacher quality and quality in teaching and teacher education has been as vigorous in Australia as it has been in the UK and the USA. In Australia, however, reform in teacher education has been subsumed within a national metapolicy of corporate federalism which is an amalgam of beliefs or discourses including neo‐corporatism, economic rationalism, corporate managerialism and human capital. The paper analyses the most recent document on reform of teacher education in Australia (the Ebbeck Report) and shows how its policy formulation is influenced by the discourse of corporate federalism. It also shows how micro‐economic reform in this sector is related to reforms in other sectors of education.     

The effect of primary education teachers on the formation of pupil citizenship

Decreasing levels of civic participation and political engagement are generating an interest in citizenship and citizenship education. New forms of citizenship education which go beyond traditional instruction on political institutions are being sought, such as “democratic citizenship education”, “education of, for and through democracy” and “teaching democracy”. One area which has been little investigated is primary school teachers and citizenship education. This article reports on questionnaire‐based research among Slovak teachers that shows great variety in the focus of citizenship education. Teachers emphasised national pride as well as multicultural, global, regional and human rights aspects and the common good of an entity. The connections between teacher focus on citizenship education, the curricular framework, models of citizenship education and generational differences are all discussed.     

TESOL professional standards in the “Asian century”: dilemmas facing Australian TESOL teacher education

Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the “Asian century”, and shifting conceptions of professionalism in TESOL in non-compulsory education. In booming Asian economies, English language learning is integral to the demand for high-quality education. This has produced increases in TESOL Teacher Education Programme (TTEP) enrolments of both domestic Australian students and international students from Asia. Growth in demand for TTEPs has necessitated that they cater to student diversity, and the intended contexts of practice. This demand has coincided with a concurrent movement towards professional standards for TESOL that, we argue, confronts complexities around quality, accountability, and professional identity and achieving conceptual and contextual coherence. Drawing on discourses of managerialism and performativity, this paper explores tensions between increased student demands for TTEPs, professional standards discourses which are part of the global policy discourses on teacher quality, and the achievement of programmatic conceptual and contextual coherence from the perspective of Australian TTEPs.     

The elitism dispositif: hierarchization,discourses of excellence and organizational change in European economics

From the 1990s onwards, economics departments in Europe have changed toward a culture of “excellence.” Strong academic hierarchies and new forms of academic organization replace “institutes” and “colleges” by fully equipped “economics departments.” This article seeks to demonstrate how and why hierarchization, discourses of excellence and organizational change takes place in European economics departments. The concept of “elitism dispositif” will be developed in order to understand these changes as a discursive as well as power-related phenomenon based on rankings, on the formation of new academic classes as well as on the construction of an elite myth. An elitism dispositif is defined as a discursive power apparatus that transforms symbolic differences among researchers, constructed by rankings, into material inequalities, based on an unequal distribution of academic capital between departments and researchers. Based on an empirical study, the article will focus on a selection of economics departments in Germany and in the UK, in order to study the emergence of an “elite class” as well as the functioning of an “excellence culture” that is based on discourses of power and inequality.     

Issues of Power,Masculinity, and Gender Justice: Sally's story of teaching boys

Despite calls for a more nuanced approach to issues of gender and equity that recognizes how broader relations of gender and power continue to produce injustices for many females, essentialized accounts expressing concern about boys’ poor educational performance remain the most common refrain in dominant equity discourses across Western contexts. This common refrain characteristic of current large scale gender reforms, such as Australia's parliamentary inquiry into the education of boys, Boys: Getting it right, is driven by a standards rather than social justice focus and thus creates silences around issues of gender injustice, power, and constructions of hegemonic masculinity. In this paper, I present “Sally's” story as a disruption of these silences. Sally is a young English teacher at “Penfolds College”, an all boys Catholic school in a large urban centre in Queensland (Australia). Her story, in illustrating how particular boys draw on broader discourses of masculinity to sexually harass and intimidate her, highlights the inadequacies of dominant public and policy discourse in terms of its failure to locate boys’ educational issues within broader contexts of inequitable gender relations.     

ALAIN ET LES INSTITUTEURS (1)

In the past decade, US==A reforms discourses link strategies of professionalizing teaching with pedagogical research practices. This article explores the different reform practices as the effects of power. It focuses on educational policy and research as governing through the reasoning inscribed in the knowledge generated for action and participation. Political rationalities are inscribed in pedagogy as “a culture of redemption. Pedagogy is to save the child for society and to rescue society through the child. The saving of the child embodies norms about social/cultural progress that makes the science/scientist as the prophet.

The first section examines turn of the 20th century USA practices to professionalize the teacher and redefine pedagogy. Pedagogy embodies a concept of progress that revisions the child from a religious entity beholden to God to one that embodies certain collective social norms related to political rationalities. The child is to be a self‐motivated participant in a liberal democracy. The teacher is also revisioned as a redemptive agent but now in the worldly name of progress and a populism. Professional knowledge is interpellated in service of a liberal democratic ideal.

The second section focuses on the revisioning of the redemptive culture in contemporary USA educational science and reform discourses. Examining two seemingly different ideological discursive practices ‐‐ a state‐sponsored discourse of “systemic school reform” and a “post‐modern” critical pedagogy ‐‐ the author argues that similar redemptive images of progress, expert‐knowledge and populism are utilized. The redemptive discourses focus on the teacher fand child) who participates, collaborates, and constructs (makes) knowledge within a “community” rather than as a participant in social, collective norms. As with the redemption at the turn of the century, contemporary educational sciences inscribe principles of order that relate to changes in the governing systems for constructing individuality, but these systems are different from those produced at the end of the century.     

Teacher Competence Frameworks in Europe: policy-as-discourse and policy-as-practice

This article analyses the growing focus on teacher competences in European policy discourse against the backdrop of global convergences in education reforms. It traces key ideas, policy recommendations, peer learning and documents which underscore the relevance of teacher quality for education improvement, as recently stressed in the European Commission Communication and Staff Working Documents Rethinking Education. The intertwining of teacher competence frameworks with other areas of education policy is outlined — key competences in school education, the quality of initial teacher education, and the continuous professional development of teachers — teasing out reasons for their central role. Some insights from research and peer learning then explore key implications in the defining and implementing of teacher competence frameworks in national education systems. A comparative viewpoint further analyses current policy trends about teacher competences across European national contexts, in discourse and practice. In order to do so, a framework of analysis takes into account system features as key variables affecting national policy — roles and responsibilities of stakeholders, governance and education cultures, and the status of the teaching profession. Across the variety of policy practices, the analysis endeavours to trace some emerging patterns and trends, highlighting paradigmatic national examples, with some food for thought.     

Countering deficit discourse: Preservice teacher experiences of core reflection

In these pages, I describe a twelve-week qualitative study which explored how three student teachers experienced core reflection as a counter-discourse to the various “deficit discourses” they encountered and enacted during this time of their teacher education program. The results of this study suggest that core reflection may play a role in how student teachers experience the process of surfacing, interrogating, countering, and expanding beyond “deficit discourses.”     

In pursuit of excellence? Discursive patterns in European higher education research

European higher education is awash with educational reform initiatives that purport to transform universities into better-managed higher quality organizations that more directly contribute to national development. This exploratory study examines patterns of research discourse in higher education in Europe. We argue that these patterns are changing in the direction of greater isomorphism with globally favored models of the university. First, we show some global trends that reveal the rise of “world class universities” and “higher education and development” discourse. Next, we analyze discursive shifts in European higher education research publications in the period between 1990 and 2009. Our initial analysis of these publications shows changes in the expected direction: we find a growing emphasis on management, organization, and quality and less emphasis on student access to higher education, an earlier equity concern. We propose further research to see whether higher education has become a more consolidated research field over time, perhaps suggesting an erosion of the historical legacies that often informed higher education systems and universities in Europe. Lastly, we briefly reflect on the implications of influential world models on comparative studies of higher education.     

New directions in policy borrowing research

Research on policy borrowing is a well-established research area of comparative education. Over the past 20 years or so it gained prominence among globalization scholars. Of great interest is not so much the question of which reforms “travel” internationally, and which ones are homebound, but rather why traveling reforms resonate in a given context and at a specific moment, and how they are subsequently translated or locally adapted. In addition to issues of reception and translation, questions on the politics and economics of policy transfer are central to this research area. Empirical studies have shown that borrowing reforms from other countries, from other sectors within a country, or from “international standards” broadly defined often help coalition-building in a country. Policy borrowing also helps to mobilize financial resources, especially when it is preceded by political talk of falling behind some international standards or “best practices.” Therefore, the methods of inquiry used, the type of research questions asked, and the conclusions drawn in this body of research tend to address political and economic aspects of educational reform. Arguably, a transnational perspective is indispensable to carry out this kind of intellectual project. The academic preoccupation with policy borrowing has helped to formulate the contours of comparative policy studies. The article provides a brief overview of the main tenets of policy borrowing research and then focuses specifically on three aspects: policy reception, policy projection, and the rise of the global education industry as a new actor and beneficiary of global education policy.