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Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1.

Bibliographic Details
Main Author: Fan, Guorui.
Other Authors: Popkewitz, Thomas S.
Format: eBook
Language:English
Published: Singapore : Springer Singapore Pte. Limited, 2020.
Edition:1st ed.
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Handbook of Education Policy Studies
  • Introduction: Education Policy and Reform in the Changing World
  • Education Change and Development in the Social Change
  • The Perspectives and Paradigms of Education Policy Studies
  • The Problem-Solving Studies
  • The Empirical-Analytic Studies
  • The Historical and Cultural Studies
  • The Structure and Main Content of the Handbook
  • References
  • Acknowledgements
  • Contents
  • Contributors
  • Part I: Values, Quality, and Education Policy
  • Chapter 1: Beyond the Western Horizon: Rethinking Education, Values, and Policy Transfer
  • 1.1 Introduction
  • 1.2 Limits of Current Approaches
  • 1.2.1 A New Framework for Education Policy Borrowing
  • 1.3 Toward Multiple Global Trajectories: Agenda for Education Policy Research
  • 1.3.1 Rewesternization
  • 1.3.2 Reorientation to the Left
  • 1.3.3 Dewesternization
  • 1.3.4 The Decolonial Option
  • 1.3.5 The Spiritual (Ontological) Option
  • 1.4 Challenges to the Next Generation of Research
  • 1.5 Conclusion
  • References
  • Chapter 2: Education Policy: Development and Enactment-The Case of Human Capital
  • 2.1 Education Policy and Policy Processes
  • 2.2 Policy Development and Enactment
  • 2.3 Policy and Purpose
  • 2.4 Globalization and Educational Policy
  • 2.5 Economic Globalization and Human Capital
  • 2.6 Human Capital and Education Policy
  • 2.7 Conclusion
  • References
  • Chapter 3: Elites and Expertise: The Changing Material Production of Knowledge for Policy
  • 3.1 Introduction: Elites, Expertise, Knowledge, Policy
  • 3.2 The Pre-digital Production of Knowledge for Policy
  • 3.3 Changing Knowledge Production
  • 3.4 Discussion
  • References
  • Chapter 4: The National Concept of Education Quality
  • 4.1 Ensuring Appropriate Education Quantity Is the Foundation of Improving Education Quality.
  • 4.2 Quantity: Appropriate Education Quantity Is the Foundation of Improving Education Quality
  • 4.3 Education Structure: Appropriate Structure Is the Framework of Education Quality
  • 4.4 Education Equity: Equity Is Integrated to Education Quality
  • 4.5 Excellent Teachers: Teachers Are Key to Improving the Quality of Education
  • 4.6 Educational Innovation: Innovation Is at the Core of Improving Education Quality
  • References
  • Part II: Education Policy and Reform
  • Chapter 5: Education Reform Phenomenon: A Typology of Multiple Dilemmas
  • 5.1 Introduction
  • 5.2 Orientation Dilemmas Between Globalization and Localization
  • 5.3 Paradigm Dilemmas in Education Reforms
  • 5.4 Financial Dilemmas Between Public Interest and Privatization
  • 5.5 Resources Dilemmas Between Parallel Initiatives
  • 5.6 Knowledge Dilemmas in Planning and Implementation at Different Levels
  • 5.7 Political Dilemmas Between Multiple Stakeholders
  • 5.8 Functional Dilemmas Between School-Based Management and Central Platform
  • 5.9 Conclusion: A Typology of Multiple Dilemmas
  • References
  • Chapter 6: Changes in Educational Institutions in China: 1978-2020
  • 6.1 Research Approach
  • 6.2 The Historical Context of Educational Changes in China
  • 6.3 Changes in Educational Institutions: Seeking Appropriate Tension and Stimulating Vigor
  • 6.3.1 To Adjust the Central-Local Relationship and Promote Integration of Top-Level Design and the Local Exploration of Educational Institution Changes
  • 6.3.2 To Rationalize Inter-Government Relationships and Establish and Perfect the Mechanism of Governmental Coordination and Inter-Provincial Consultation
  • 6.3.3 To Streamline Administration and Decentralize, Fair Supervision, Service Optimization, and New-Style Government-School Relationship Reconstruction.
  • 6.3.4 To Actively and Steadily Use Social Organization and Market in Education
  • 6.3.5 To Expand School Autonomy and Vitalize Schools
  • 6.4 Educational Institutional Changes and Laws
  • 6.5 Concluding Remarks
  • References
  • Chapter 7: Social Inclusion/Exclusion of Youth and Rhetorical and Symbolic Illusions of Social Change in Recent Spanish Education Policy
  • 7.1 History and Politics in the Construction of Education Policy in Contemporary Spain
  • 7.1.1 In Search of Compensatory Legitimation of the Dictatorship
  • 7.1.2 Political Democracy vs. Educational Democracy
  • 7.2 New Political Changes, New Educational Changes Ending in a Great Recession
  • 7.3 Young Spaniards' Social Awareness of Education
  • 7.3.1 Study Topics, Young People's Characteristics, and Family Backgrounds
  • 7.3.2 Meritocracy as Motto: Faith in the School as a Means to Achieve Equality
  • 7.3.3 Internationalization of Spain: Scepticism on the Advantages of the European Union
  • 7.3.4 Self-Confidence for School Success and Obtaining Education Credentials
  • 7.3.5 Myths about the Ideal Job in Time of Uncertainty: Job Stability and Remuneration
  • 7.3.6 Exclusion and Integration: The Result of Personal Acts by the Individual, Not Family or Social Influence
  • 7.3.7 Post-compulsory Studies: Differentiated Educational Expectations for Access to University or VET
  • 7.4 Discussion: A Story of Light and Shade on Politics, Policy, and Educational Reforms for Young People in Spain
  • 7.5 The Relevance of Educational Research in the Forming of a European Union Policy: By Way of Conclusion
  • References
  • Part III: Government, and Education Governance
  • Chapter 8: Retrospect and Prospect: Overview of 30 Years of Education System Reform in China
  • 8.1 Global Reconstruction of Public Education
  • 8.1.1 Common Issues Faced by Different Countries.
  • 8.1.2 Redefinition of Governmental Educational Functions
  • 8.1.3 Means of Reforms in Marketization and Privatization
  • 8.1.4 Major Measures to Reconstruct Public Education
  • 8.2 China's Educational Reform Since the 1980s
  • 8.2.1 The Emergence of Educational Reform in China
  • 8.2.2 Three Phases of the Reform and Educational Institution
  • 8.2.2.1 The First 10 Years
  • 8.2.2.2 The Second 10 Years
  • 8.2.2.3 The Post Reform Era
  • 8.3 Several Conjectures on the Educational Future of China
  • 8.3.1 How to Handle the Relations Between State and Government and Between Government and School
  • 8.3.2 How to Uphold the Public Nature of Education
  • 8.3.3 How to Handle the Relationship Between Education and Market
  • 8.3.4 How to Design Future Educational Reform
  • References
  • Chapter 9: From Government to Governance: The Incorporation of Managerial Regulation at the Ministry of Education in Israel
  • 9.1 Introduction
  • 9.2 Theoretical Background
  • 9.2.1 From Government to Governance: The Incorporation of NPM and NPG in Education
  • 9.3 Methodology
  • 9.3.1 Actor Network Approach (ANT) and Governance Network: Managerial Assemblage and Tri-Sector Assemblage
  • 9.4 The Emergence of the Governance Network in the Israeli Public Administration: Governmental Governance Network
  • 9.4.1 The Governmental Managerial Assemblage
  • 9.4.2 Governmental Tri-Sector Cooperation Assemblage
  • 9.5 The Governance Network in the Ministry of Education
  • 9.5.1 The Managerial Assemblage
  • 9.5.1.1 The Establishment of the Planning and Strategy Department and the Incorporation of a Managerial Culture
  • 9.5.1.2 Main Actors: "Education Picture," "Present," "Work Plan," and "Strategic Plan"
  • 9.5.1.3 Young Officials with Public Policy Background, Forum of Planning Appointees, and Consulting Firms
  • 9.5.2 The Tri-Sector Assemblage.
  • 9.5.2.1 External Programs: Unregulated and Uncontrolled Nonprofit and For-profit Organizations' Educational Activities
  • 9.5.2.2 Cross-Sector Programs and Cooperation Unit: Consultation, Roundtable, and Wisdom of the Masses
  • 9.6 "Who Manages Whom?": "NGOization" and "Consultization" of Policy-Making
  • 9.7 Conclusions: The Post-bureaucratic NGOization Regulation Model
  • References
  • Chapter 10: Governmentality: The Notion of Progress in the Brazilian Political Educational Discourse
  • 10.1 Introduction
  • 10.2 Theoretical Background
  • 10.2.1 Liberalism and Progress as Discourses
  • 10.2.2 Subject and Object: Discursive Construction
  • 10.2.3 Power and Governmentality
  • 10.3 Methodology and Conditions of Production
  • 10.4 Micro-Analysis
  • 10.5 Final Remarks
  • References
  • Chapter 11: The Logic and Practices of Governments Providing Financial Support for Non-government Education
  • 11.1 The Rationale of Government Financial Support for Non-government Education
  • 11.2 Policy Logic of Public Finance Support for Non-government Education: Public Interest
  • 11.3 Case Studies on the Public Financial Support for Non-government Education: Zhejiang Province, China
  • 11.4 International Experience of Financial Support for Non-government Education: The US, Australia, and The Netherlands
  • 11.4.1 Policy Logic of Public Finance Support for Non-government Education on a Global Scale
  • 11.4.2 International Policy Practices and Guidelines for Public Funding to Support Non-government Education
  • 11.4.2.1 The United States
  • 11.4.2.2 Australia
  • 11.4.2.3 The Netherlands
  • 11.5 Conclusion
  • References
  • Chapter 12: The Transformation of Government Responsibility and the Development of Educational Policies for Early Childhood Education Reform in China.
  • 12.1 Background and Focus: The Responsibility Shift of the Government Based on the Status Quo of ECE Development in China.

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