Jenny Ozga
Biographic Data
| ID | 346813 |
|---|---|
| NAME | Jenny Ozga |
| GIVEN NAMES | Jenny |
| FAMILY NAME | Ozga |
| SIGNATURE | OZGA J |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0002-3757-5460 |
| VERIFIED | Yes |
| TOTAL WORKS | 45 |
| TOTAL CITATIONS | 427 |
| AUTHOR COUNT | 44 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 11 |
Politicisation, depoliticisation and knowledge in education recovery planning after Covid-19
This paper addresses a particular crisis in knowledge, that of its politicisation and associated depoliticisation. It discusses ways of understanding how politicisation works, first to exclude politics from knowledge production and use, and then to govern the apparently depoliticised space of knowledge production through the promotion of technocratic assumptions about what works in education. That governing strategy, with its appeals to objective…
Governing after Covid-19: The discourse of education recovery policy in the UK
Comparative studies of responses to the pandemic illustrate some interesting differences among nation states. This paper builds on these insights into the interaction of global, national and local governing agencies through analysis of the approaches to planning for education recovery in the different UK nations. It builds on contemporary arguments that federal and quasi-federal education systems offer particularly productive environments for ide…
Knowledge, expertise and policy in the examinations crisis in England
The Covid-19 pandemic suspended established practices that, in normal times, are seen as central to the functioning of education systems. For example, in England, school closures led to the cancellation of national examinations in 2020, and their attempted replacement with an algorithmic model. Following public outcry about what were seen as the unjust effects of the application of that model, there was a very public policy reversal, and examinat…
Who governs? Political leadership in transnational times
The growth of influence of transnational organisations in education and other policy fields is well documented. Current research indicates the de-centring of nation-state power, the rise of multi-national agencies and the growth of influence of transnational experts. Research in the critical policy studies (CPS) tradition seeks to problematise policy-making, to explore the processes and define the limits of transnational governance, and interroga…
Problematising policy: The development of (critical) policy sociology
This paper revisits and reassesses the influence of the context of production on the origin, development and use of the term ‘policy sociology’ in research in the sociology of education in the UK from the 1980s to the contemporary period. Starting with the first use of the term ‘policy sociology,’ and its definition as ‘rooted in social science tradition, historically informed and drawing on qualitative and illuminative techniques’, the paper con…
Governando para além do Pisa: Conhecimento, Redes E Narrativas
A busca da OCDE por um novo conjunto de prescrições para governança da educação está expresso em seu projeto de Governança de Sistemas Educacionais Complexos (GSEC) que procura combinar a identificação de melhores práticas de organização de sistemas com narrativas especificas de equidade e qualidade baseadas em mensurações que criam uma "robusta base de evidencias" para a política. Este artigo analisa o conteúdo e a direção do GSEC, considera sua…
Education policy should not be driven by performance data
Inspectorates and Politics: The trajectories of school inspection in England and Scotland
Cet article étudie l’influence des changements de la gouvernance de l’éducation en Europe sur les trajectoires des inspections et se concentre pour cela sur le système d’inspection de l’Ofsted en Angleterre et sur celui de l’inspection de Sa Majesté en Écosse (HMIE). Pour établir cette comparaison, nous analysons d’abord les caractéristiques historiques propres à chaque inspection avant d’envisager les principaux changements du travail et du posi…
Governing by inspection? European inspectorates and the creation of a European education policy space
This paper draws on the first, completed phase of a research project on inspection as governing in three European inspection systems. The data presented here draw attention to the rather under-researched associational activities of European inspectorates and their developing practices of policy learning and exchange, and highlight their significance as contributing to an emergent European Education Policy Space (EEPS). The paper is framed by orig…
Leadership and the reform of education
Ideas change the world, as Keynes (1936) said in The General Theory of Employment, Interest and Money. A set of ideas about leadership, taken up enthusiastically by the (New) Labour Government in 1
Accountability as a policy technology: Accounting for education performance in Europe
This article discusses the investigation of accountability in different national contexts in the rapidly developing and increasingly important policy field of education in Europe. It draws on recent and current research to argue for a focus on what changing practices of accountability in education tell us about changes in governing education (and by extension, other public policy areas) within and across shifting policy spaces. The article furthe…
Social Justice and Social Policy in Scotland
Social justice and social policy in Scotland offers a critical engagement with the state of social policy in one of the devolved nations of the UK, a decade after the introduction of devolution. Promoting greater social justice has been held up as a key vision of successive Scottish administrations since devolution began. It is argued throughout this important book that the analysis of Scottish social policy must therefore be located in wider deb…
Governing knowledge: Data, inspection and education policy in Europe
The article studies the replacement of bureacratic systems of command and control by networks based on technologies, where co-operation and co-ordination are constantly negotiated and regulated in different ways, and where policy-makers negotiate new power relations with new actors. The comparison between England and Scotland highlights the fact that information and data cannot be transformed immediately into efficient initiatives, and that it re…
Gouverner la connaissance: Données, inspection et politique éducative en Europe
S’appuyant sur des recherches comparées, l’auteur analyse la relation entre États-nations et Commission européenne à partir de la politique d’éducation et de formation vue comme un élément d’européanisation. Dans la fabrication d’un espace européen de l’éducation, exemple de gouvernance douce, les acteurs recourent à de nouveaux instruments de politique publique et envisagent l’Europe à travers une nouvelle conception des institutions, des réseau…
Introduction: Qualité, évaluation, européanisation et gouvernance de l'éducation
Ce dossier porte sur la production incessante de données pour suivre la qualité et la performance de l’éducation en Europe et sur leur interprétation en termes de gouvernance. Les contributeurs examinent dans quelle mesure ces données et le souci de l’assurance qualité et de l’évaluation qu’elles traduisent peuvent être lus comme une forme de fabrication, voire de gouvernance de l’éducation européenne. Ils s’appuient sur une recherche collaborati…
L'autoévaluation des établissements scolaires en Écosse
À partir du texte fondateur “Que vaut notre école ?” (How Good Is Our School?) et des pratiques d’autoévaluation, l’article analyse le rôle des inspecteurs dans le suivi des performances du système scolaire écossais et les enseignements qu’ils en tirent. Un suivi du système par les données a été progressivement remplacé par un type de gouvernance fondé sur l’autoévaluation. Ce processus ne marque pas pour autant l’abandon des indicateurs et critè…
Governing through Learning. School Self-Evaluation as a Knowledge-based Regulatory Tool
This paper discusses knowledge-based regulation tools (KBRTs) as new forms of regulation through an exploration of school self-evaluation (SSE) in Scotland. We conceptualise self-evaluation as a hybrid regulatory instrument, combining data-based knowledge with knowledges “performed” by institutions and individuals to order to demonstrate their progress on the “journey to excellence” in learning (HMIe, 2009) that is expected of schools, teachers…
Fabricating Quality in Education
Governing Narratives: “Local” Meanings and Globalising Education Policy
New public management and the neo-liberal principles that sustain it have driven performance agendas in government across Europe and beyond. This has produced a loss of the traditional role of education in creating a coherent and persuasive collective myth of belonging, identity or purpose. This chapter discusses current developments in the policy technologies of performance management in England and Scotland in order to assess the continuing sig…
Knowledge transfer and transformation: Moving Knowledge From Research to Policy
This paper focuses on Knowledge Transfer (KT) as a policy initiative. Knowledge transfer/translation has developed from policy concerns about the gap between research-based knowledge trapped in disciplinary silos and the growing information and knowledge needs of various users. In addition KT maps closely against knowledge economy assumptions as effective KT is believed to provide competitive system advantage. In this context, what is distinctive…
Governing education through data: Scotland, England and the European education policy space
This paper draws on interview data from national policy makers in England, Scotland and the European Commission to illustrate differences in the referencing of ‘Europe’ in education policy‐making in England and Scotland in order to highlight the emergent complexity of post‐devolution policy‐making in education through a focus on relations and interactions with Europe, as expressed in the negotiation and development of performance data systems. We…
Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making
This article focuses on the changing role of knowledge in education policy making within the knowledge society. Through an examination of key policy texts, the Scottish case of Integrated Children Services provision is used to exemplify this new trend. We discuss the ways in which knowledge is being used in order to re-configure education as part of a range of public services designed to meet individuals’ needs. This, we argue, has led to a ‘scie…
Education and nationalism: The discourse of education policy in Scotland
The paper draws on critical discourse analysis to examine and discuss some of the key developments in the governing of education in Scotland since the election of the Scottish National Party (SNP) government in May 2007. It analyses these developments, drawing on a study of key policy texts and suggests that discourse analysis has much to contribute to the understanding of the governing strategy of the minority SNP administration as reflected in …
Social Capital, Professionalism and Diversity
Social Capital, Professionalism and Diversity is a response to the challenges faced by teachers and other public sector professionals in attempting to manage an increasingly diverse population, whilst simultaneously being subjected to public scrutiny through measures of performance. Social capital has increasingly been seen by policy makers and academics as a possible resource for education, allowing children and young people, and the professiona…
National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland
This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the ‘making’ of a European Education Policy Space, with a focus on ‘policy brokers’ in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The s…
Governing education through data in England: From regulation to self‐evaluation
This paper explores the relationship between changing forms of the governance of education and the growth and uses of data in the context of England – a context that can be described as the most ‘advanced’ in Europe in terms of data production and use. The paper links the shifting relations between the central department of education (variously known between the 1980s and the time of writing as the Department of Education and Science [DES], Depar…
Policy Research and Policy Theory: A comment on Fitz and Halpin 1
This short paper was produced in response to David Halpin and John Fitz's ‘Researching Grant Maintained Schools’, which is seen as indicative of a trend within education policy research towards the accumulation of detailed case study and the relative neglect of theoretical analysis. The different ‐ and sometimes conflicting ‐ research traditions in education policy are briefly summarized, and the factors contributing to the encouragement of plura…
National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland
This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the ‘making’ of a European Education Policy Space, with a focus on ‘policy brokers’ in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The s…
Travelling and embedded policy: The case of knowledge transfer
Knowledge transfer (KT) has entered the higher education arena in the UK as the ‘third sector’ of higher education activity—along with research and teaching. Its antecedents lie in the commercialization and technology transfer of the late 1980s and 1990s, and this business‐like orientation remains dominant in the KT policy discourse. This paper explores the extent to which policy for KT may be understood both as ‘travelling’ policy shaped by glob…
Problematising policy: The development of (critical) policy sociology
This paper revisits and reassesses the influence of the context of production on the origin, development and use of the term ‘policy sociology’ in research in the sociology of education in the UK from the 1980s to the contemporary period. Starting with the first use of the term ‘policy sociology,’ and its definition as ‘rooted in social science tradition, historically informed and drawing on qualitative and illuminative techniques’, the paper con…
The entrepreneurial researcher: Re-formations of identity in the research marketplace
This article seeks to consider the nature and impact of managerialism on Higher Education with particular reference to research. Managerialism will be addressed here primarily as a transmission system of economic rationalism into the body politic of the university, by that it is meant that competitiveness is assumed to improve performance and only the financial calculation of benefit is recognised. This agenda is developed through consideration o…
Schoolwork: Interpreting the labour process of teaching
In 1981 we gave a paper at the International Sociology of Education Conference at Westhill, subsequently published as ‘The Educational Worker1? A Reassessment of Teachers’, which was a polemic on the subject of teacher professionalism and proletarianisation. This paper is partly a critique of ‘The Educational Worker’, following from a belated recognition of the importance of gender in analysing teachers’ work, and also makes use of more recent hi…
Partnership, pluralism and education policy: A reassessment
This paper draws on an on‐going research project on ‘Elites in Education Policy‐making’ supported by the Open University's Research Committee. A major aim of the project is to critically evaluate the post‐war ‘partnership’ between LEAs, teachers and the Ministry of Education/Department of Education and Science. A critical re‐assessment of partnership, it is suggested, has implications for the pluralist analysis of policy‐making on which it draws.…
Governing education through data: Scotland, England and the European education policy space
This paper draws on interview data from national policy makers in England, Scotland and the European Commission to illustrate differences in the referencing of ‘Europe’ in education policy‐making in England and Scotland in order to highlight the emergent complexity of post‐devolution policy‐making in education through a focus on relations and interactions with Europe, as expressed in the negotiation and development of performance data systems. We…
Governing knowledge: Data, inspection and education policy in Europe
The article studies the replacement of bureacratic systems of command and control by networks based on technologies, where co-operation and co-ordination are constantly negotiated and regulated in different ways, and where policy-makers negotiate new power relations with new actors. The comparison between England and Scotland highlights the fact that information and data cannot be transformed immediately into efficient initiatives, and that it re…
Education and nationalism: The discourse of education policy in Scotland
The paper draws on critical discourse analysis to examine and discuss some of the key developments in the governing of education in Scotland since the election of the Scottish National Party (SNP) government in May 2007. It analyses these developments, drawing on a study of key policy texts and suggests that discourse analysis has much to contribute to the understanding of the governing strategy of the minority SNP administration as reflected in …
The New Production of Governing Knowledge
SozW Soziale Welt , Seite 353 - 369
Unequal Partners: Teachers under indirect rule
This paper argues for a historical analysis of the relationship between teachers and the state. The historical analysis demonstrates the ways in which strategies of teacher management shifted according to circumstances. In the first period, the 1920s, restrictions on teacher autonomy were removed, and ‘indirect rule’ used as a means of moving teachers away from the labour movement. In the second period, after the 1944 Act, a restricted ‘professio…
Accountability as a policy technology: Accounting for education performance in Europe
This article discusses the investigation of accountability in different national contexts in the rapidly developing and increasingly important policy field of education in Europe. It draws on recent and current research to argue for a focus on what changing practices of accountability in education tell us about changes in governing education (and by extension, other public policy areas) within and across shifting policy spaces. The article furthe…
Governing by inspection? European inspectorates and the creation of a European education policy space
This paper draws on the first, completed phase of a research project on inspection as governing in three European inspection systems. The data presented here draw attention to the rather under-researched associational activities of European inspectorates and their developing practices of policy learning and exchange, and highlight their significance as contributing to an emergent European Education Policy Space (EEPS). The paper is framed by orig…
Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making
This article focuses on the changing role of knowledge in education policy making within the knowledge society. Through an examination of key policy texts, the Scottish case of Integrated Children Services provision is used to exemplify this new trend. We discuss the ways in which knowledge is being used in order to re-configure education as part of a range of public services designed to meet individuals’ needs. This, we argue, has led to a ‘scie…
Knowledge and policy: Research and knowledge transfer1
Knowledge transfer (KT) is the emergent ‘third sector’ of higher education activity—alongside research and teaching. Its commercialization origins are evidenced in its concerns to extract maximum value from research, and in the policy push to make research‐based knowledge trapped in disciplinary silos more responsive to the growing information and knowledge needs of various users. In addition KT maps closely against knowledge economy assumptions …
Identity Crisis? Problems and Issues in the Sociology of Education
This article looks at the recent history of the sociology of education and draws lessons about the future from that review. Beginning with a consideration of the reorientation of sociology of education in a hostile political context, it analyses recent official attacks on sociologically-informed research in education. This paper locates this reorientation in the changing relationship between sociologists of education and policy-makers since the 1…
Governing Narratives: “Local” Meanings and Globalising Education Policy
New public management and the neo-liberal principles that sustain it have driven performance agendas in government across Europe and beyond. This has produced a loss of the traditional role of education in creating a coherent and persuasive collective myth of belonging, identity or purpose. This chapter discusses current developments in the policy technologies of performance management in England and Scotland in order to assess the continuing sig…
Education policy should not be driven by performance data
Introduction: Qualité, évaluation, européanisation et gouvernance de l'éducation
Ce dossier porte sur la production incessante de données pour suivre la qualité et la performance de l’éducation en Europe et sur leur interprétation en termes de gouvernance. Les contributeurs examinent dans quelle mesure ces données et le souci de l’assurance qualité et de l’évaluation qu’elles traduisent peuvent être lus comme une forme de fabrication, voire de gouvernance de l’éducation européenne. Ils s’appuient sur une recherche collaborati…
Carrying the Burden of Transformation: The experiences of women managers in UK higher and further education
(2000). Carrying the Burden of Transformation: The experiences of women managers in UK higher and further education. Discourse: Studies in the Cultural Politics of Education: Vol. 21, No. 2, pp. 141-153
Governing knowledge? Globalisation, Europeanisation and the research imagination
edited by Martin Forsey, Scott Davies and Geoffrey Walford, Oxford, Symposium Books, 2008, 252 pp., £38, ISBN 9‐78‐187392‐712‐0 edited by Roger Dale and Susan Robertson, Oxford, Symposium Books, 20
Gender and management in further education in Scotland: An agenda for research
Research on gender and education is somewhat limited in Scotland, and research that explores the further education sector from a gender perspective is particularly lacking. This paper argues for such work, and underlines its importance given the prominence of FE in the Scottish policy context as a key contributor to the knowledge economy and lifelong learning agendas of the Scottish parliament. The argument is also made that research on gender—in…
Governando para além do Pisa: Conhecimento, Redes E Narrativas
A busca da OCDE por um novo conjunto de prescrições para governança da educação está expresso em seu projeto de Governança de Sistemas Educacionais Complexos (GSEC) que procura combinar a identificação de melhores práticas de organização de sistemas com narrativas especificas de equidade e qualidade baseadas em mensurações que criam uma "robusta base de evidencias" para a política. Este artigo analisa o conteúdo e a direção do GSEC, considera sua…
Unequal Partners: Teachers under indirect rule
This paper argues for a historical analysis of the relationship between teachers and the state. The historical analysis demonstrates the ways in which strategies of teacher management shifted according to circumstances. In the first period, the 1920s, restrictions on teacher autonomy were removed, and ‘indirect rule’ used as a means of moving teachers away from the labour movement. In the second period, after the 1944 Act, a restricted ‘professio…
Schoolwork: Interpreting the labour process of teaching
In 1981 we gave a paper at the International Sociology of Education Conference at Westhill, subsequently published as ‘The Educational Worker1? A Reassessment of Teachers’, which was a polemic on the subject of teacher professionalism and proletarianisation. This paper is partly a critique of ‘The Educational Worker’, following from a belated recognition of the importance of gender in analysing teachers’ work, and also makes use of more recent hi…
Teachers and Texts: A Political Economy of Class and Gender Relations in Education
Policy Research and Policy Theory: A comment on Fitz and Halpin 1
This short paper was produced in response to David Halpin and John Fitz's ‘Researching Grant Maintained Schools’, which is seen as indicative of a trend within education policy research towards the accumulation of detailed case study and the relative neglect of theoretical analysis. The different ‐ and sometimes conflicting ‐ research traditions in education policy are briefly summarized, and the factors contributing to the encouragement of plura…
Partnership, pluralism and education policy: A reassessment
This paper draws on an on‐going research project on ‘Elites in Education Policy‐making’ supported by the Open University's Research Committee. A major aim of the project is to critically evaluate the post‐war ‘partnership’ between LEAs, teachers and the Ministry of Education/Department of Education and Science. A critical re‐assessment of partnership, it is suggested, has implications for the pluralist analysis of policy‐making on which it draws.…
New Age Traveller
The entrepreneurial researcher: Re-formations of identity in the research marketplace
This article seeks to consider the nature and impact of managerialism on Higher Education with particular reference to research. Managerialism will be addressed here primarily as a transmission system of economic rationalism into the body politic of the university, by that it is meant that competitiveness is assumed to improve performance and only the financial calculation of benefit is recognised. This agenda is developed through consideration o…
The Curriculum of the Future: From 'new sociology of education' to a critical theory of learning'' (Michael F.D. Young)
(2000). ''The Curriculum of the Future: From 'new sociology of education' to a critical theory of learning'' (Michael F.D. Young) British Journal of Sociology of Education: Vol. 21, No. 3, pp. 457-463
Leadership in Education: The problem, not the solution
Carrying the Burden of Transformation: The experiences of women managers in UK higher and further education
(2000). Carrying the Burden of Transformation: The experiences of women managers in UK higher and further education. Discourse: Studies in the Cultural Politics of Education: Vol. 21, No. 2, pp. 141-153
Identity Crisis? Problems and Issues in the Sociology of Education
This article looks at the recent history of the sociology of education and draws lessons about the future from that review. Beginning with a consideration of the reorientation of sociology of education in a hostile political context, it analyses recent official attacks on sociologically-informed research in education. This paper locates this reorientation in the changing relationship between sociologists of education and policy-makers since the 1…
Travelling and embedded policy: The case of knowledge transfer
Knowledge transfer (KT) has entered the higher education arena in the UK as the ‘third sector’ of higher education activity—along with research and teaching. Its antecedents lie in the commercialization and technology transfer of the late 1980s and 1990s, and this business‐like orientation remains dominant in the KT policy discourse. This paper explores the extent to which policy for KT may be understood both as ‘travelling’ policy shaped by glob…
Knowledge and policy: Research and knowledge transfer1
Knowledge transfer (KT) is the emergent ‘third sector’ of higher education activity—alongside research and teaching. Its commercialization origins are evidenced in its concerns to extract maximum value from research, and in the policy push to make research‐based knowledge trapped in disciplinary silos more responsive to the growing information and knowledge needs of various users. In addition KT maps closely against knowledge economy assumptions …
Gender and management in further education in Scotland: An agenda for research
Research on gender and education is somewhat limited in Scotland, and research that explores the further education sector from a gender perspective is particularly lacking. This paper argues for such work, and underlines its importance given the prominence of FE in the Scottish policy context as a key contributor to the knowledge economy and lifelong learning agendas of the Scottish parliament. The argument is also made that research on gender—in…
Co‐production of quality in the Applied Education Research Scheme
This contribution looks at the ways in which research quality is defined and addressed in the Applied Education Research Scheme (AERS), particularly within the network on Schools and Social Capital, which is one of the four areas of work within the overall AERS scheme. AERS is a five‐year programme, funded jointly by the Scottish Executive and the Scottish Higher Education Funding Council, with the combined aims of developing research capacity in…
Governing Knowledge: Research Steering and Research Quality
This article argues that the ‘quality’ debate in education research is not so much about quality as about creating the conditions in which research and knowledge production in the field of education can be managed and steered. The criticisms of research in education have destabilised the field and promoted its closer dependence on and alignment with policy. The paper connects changes in the nature of knowledge to developments in the governance of…
Bera review 2006: Education research and policy
The review examines the relationship between educational research and policy, from the post‐war period to the present, throughout the United Kingdom. Its purpose is to (a) illuminate the changing relationship between education research and policy, and (b) to clarify the different ways in which that relationship is understood. Its overarching purpose is to enable the education research community to locate current debates about research and policy …
Social Capital, Professionalism and Diversity
Social Capital, Professionalism and Diversity is a response to the challenges faced by teachers and other public sector professionals in attempting to manage an increasingly diverse population, whilst simultaneously being subjected to public scrutiny through measures of performance. Social capital has increasingly been seen by policy makers and academics as a possible resource for education, allowing children and young people, and the professiona…
National policy brokering and the construction of the European Education Space in England, Sweden, Finland and Scotland
This paper draws on a comparative study of the growth of data and the changing governance of education in Europe. It looks at data and the ‘making’ of a European Education Policy Space, with a focus on ‘policy brokers’ in translating and mediating demands for data from the European Commission. It considers the ways in which such brokers use data production pressures from the Commission to justify policy directions in their national systems. The s…
Governing education through data in England: From regulation to self‐evaluation
This paper explores the relationship between changing forms of the governance of education and the growth and uses of data in the context of England – a context that can be described as the most ‘advanced’ in Europe in terms of data production and use. The paper links the shifting relations between the central department of education (variously known between the 1980s and the time of writing as the Department of Education and Science [DES], Depar…
Governing knowledge? Globalisation, Europeanisation and the research imagination
edited by Martin Forsey, Scott Davies and Geoffrey Walford, Oxford, Symposium Books, 2008, 252 pp., £38, ISBN 9‐78‐187392‐712‐0 edited by Roger Dale and Susan Robertson, Oxford, Symposium Books, 20
The New Production of Governing Knowledge
SozW Soziale Welt , Seite 353 - 369
Governing education through data: Scotland, England and the European education policy space
This paper draws on interview data from national policy makers in England, Scotland and the European Commission to illustrate differences in the referencing of ‘Europe’ in education policy‐making in England and Scotland in order to highlight the emergent complexity of post‐devolution policy‐making in education through a focus on relations and interactions with Europe, as expressed in the negotiation and development of performance data systems. We…
Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making
This article focuses on the changing role of knowledge in education policy making within the knowledge society. Through an examination of key policy texts, the Scottish case of Integrated Children Services provision is used to exemplify this new trend. We discuss the ways in which knowledge is being used in order to re-configure education as part of a range of public services designed to meet individuals’ needs. This, we argue, has led to a ‘scie…
Education and nationalism: The discourse of education policy in Scotland
The paper draws on critical discourse analysis to examine and discuss some of the key developments in the governing of education in Scotland since the election of the Scottish National Party (SNP) government in May 2007. It analyses these developments, drawing on a study of key policy texts and suggests that discourse analysis has much to contribute to the understanding of the governing strategy of the minority SNP administration as reflected in …
Political science (36 works) · Sociology (33 works) · Global Educational Policies and Reforms (30 works) · Law (20 works) · Economics (18 works) · Higher education (18 works) · Public Administration (18 works) · Public relations (16 works) · Law (15 works) · Education policy (13 works)