Handbook of Education Policy Studies : : Values, Governance, Globalization, and Methodology, Volume 1.
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Place / Publishing House: | Singapore : : Springer Singapore Pte. Limited,, 2020. ©2020. |
Year of Publication: | 2020 |
Edition: | 1st ed. |
Language: | English |
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Physical Description: | 1 online resource (425 pages) |
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Fan, Guorui. Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1. 1st ed. Singapore : Springer Singapore Pte. Limited, 2020. ©2020. 1 online resource (425 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier 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. Description based on publisher supplied metadata and other sources. Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. Electronic books. Popkewitz, Thomas S. Print version: Fan, Guorui Handbook of Education Policy Studies Singapore : Springer Singapore Pte. Limited,c2020 9789811383465 ProQuest (Firm) https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6219341 Click to View |
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Fan, Guorui. |
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Fan, Guorui. Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1. 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. |
author_facet |
Fan, Guorui. Popkewitz, Thomas S. |
author_variant |
g f gf |
author2 |
Popkewitz, Thomas S. |
author2_variant |
t s p ts tsp |
author2_role |
TeilnehmendeR |
author_sort |
Fan, Guorui. |
title |
Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1. |
title_sub |
Values, Governance, Globalization, and Methodology, Volume 1. |
title_full |
Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1. |
title_fullStr |
Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1. |
title_full_unstemmed |
Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1. |
title_auth |
Handbook of Education Policy Studies : Values, Governance, Globalization, and Methodology, Volume 1. |
title_new |
Handbook of Education Policy Studies : |
title_sort |
handbook of education policy studies : values, governance, globalization, and methodology, volume 1. |
publisher |
Springer Singapore Pte. Limited, |
publishDate |
2020 |
physical |
1 online resource (425 pages) |
edition |
1st ed. |
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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9789811383472 9789811383465 |
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Electronic books. |
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Electronic books. |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>12108nam a22004453i 4500</leader><controlfield tag="001">5006219341</controlfield><controlfield tag="003">MiAaPQ</controlfield><controlfield tag="005">20240229073834.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr cnu||||||||</controlfield><controlfield tag="008">240229s2020 xx o ||||0 eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9789811383472</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9789811383465</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)5006219341</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL6219341</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1161280396</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LC71-188</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Fan, Guorui.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Handbook of Education Policy Studies :</subfield><subfield code="b">Values, Governance, Globalization, and Methodology, Volume 1.</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Singapore :</subfield><subfield code="b">Springer Singapore Pte. Limited,</subfield><subfield code="c">2020.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2020.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (425 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">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.</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">12.1 Background and Focus: The Responsibility Shift of the Government Based on the Status Quo of ECE Development in China.</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="590" ind1=" " ind2=" "><subfield code="a">Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries. </subfield></datafield><datafield tag="655" ind1=" " ind2="4"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Popkewitz, Thomas S.</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Fan, Guorui</subfield><subfield code="t">Handbook of Education Policy Studies</subfield><subfield code="d">Singapore : Springer Singapore Pte. Limited,c2020</subfield><subfield code="z">9789811383465</subfield></datafield><datafield tag="797" ind1="2" ind2=" "><subfield code="a">ProQuest (Firm)</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://ebookcentral.proquest.com/lib/oeawat/detail.action?docID=6219341</subfield><subfield code="z">Click to View</subfield></datafield></record></collection> |