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Performance indicators as conceptual technologies 总被引:1,自引:0,他引:1
This paper posits that performance indicators (PIs)are conceptual technologies that shape what issuesacademics think about and how academics think aboutthose issues by embedding normative assumptions intothe selection and structure of those indicators.Exploring the assumptions embedded in Alberta's(Canada) PIs yields an initial typology of assumptionsthat academics can apply to performance indicators inhigher education to understand, refine or criticallychallenge their introduction. 相似文献
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This is a narrative of the author reading—with his students in a remedial English class at a community college in Brooklyn, New York—a story by Leo Tolstoy about a shoemaker's awakening through reading. As it recounts the students' reactions and the instructor's remarks, it quotes the story ‘Where Love Is, There God Is Also’ piece by piece. For the instructor, Tolstoy's story is problematic, for the story is patently religious (and his students are widely divergent in their beliefs, he is an atheist and the college is emphatically and legally secular), and yet its deeper significance, he hopes, is that it dramatises the deep thinking and feeling that only reading seems able to provide. 相似文献
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Bob Boughton Deborah Durnan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(4):559-580
In the field of international adult education, mass literacy campaigns enjoyed wide support in the 20th century, when they were seen as a way to increase the participation of previously marginalised and excluded populations in national development. Cuba’s 1961 campaign achieved iconic status, but was only one of many successful campaigns in Latin America, Africa and Asia. In the 1990s, while mass literacy campaigns continued in many countries, scholarly interest in them declined under the influence of World Bank empirical critiques of their effectiveness and increasing postmodern scepticism towards the socialist “grand narrative” of liberation which underpinned some of the more famous examples. Recently, the mass campaign model has gained new impetus through Cuba’s international literacy missions, which use an approach known by its Spanish name, Yo, Sí Puedo [Yes, I Can]. This paper reports on the deployment of this model in two very different settings, one being a national literacy campaign in Timor-Leste, a newly-independent island nation in the Asia–Pacific; and the other a pilot campaign in an Aboriginal community in Australia. The authors have utilised participatory action research methods to evaluate the model in both countries, and locate their comparative analysis in the theoretical tradition of popular education. 相似文献
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Bob Franklin 《教育政策杂志》2013,28(3):255-270
This paper explores how recent Labour governments have tried systematically to package educational and other social policies for media presentation and public consumption. This concern has resulted in the criticism that Labour is concerned with policy presentation above content: strong on policy spin but weak on policy delivery. The first section explores Labour’s attempts to set a favourable agenda in news media for its educational policies by implementing a rigorous news management strategy: the subsequent section analyses Labour’s unprecedented use of advertising to promote key areas of government policy. There is a particular focus on government advertising in the run up to the 2001 general election. The paper concludes that governments’ increasing reliance on advertising may cross the line which should separate the provision of public information from any attempt to persuade the public to support particular policy choices. 相似文献
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Bob Jessop 《比较教育学》2016,52(1):8-25
ABSTRACTThis article relates changes in higher education (HE) and research in East Asian societies to recent trends in political economy and, in particular, the reorientation of developmental states (DSs) in the region. The DS is oriented to catch-up competitiveness and, as the horizon of development shifts, so do its appropriate institutional forms and strategies. Catch-up competitiveness is guided by economic imaginaries, often linked to geoeconomic, geopolitical, and broader societal imaginaries, whose hegemony depends on particular discursive and disciplinary practices. The shift in the roles of HE and research is related to the reorientation of DSs from export-oriented, investment-led growth to knowledge-intensive, investment-led growth, supplemented in some cases by efforts to create international financial hubs to exploit a global trend towards financialisation. These themes are explored through comparison of selected East Asian economies/societies. The article ends with some general conclusions about the state's continuing role in HE and its internationalisation in the region. 相似文献
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