Critical Analyses of Educational Reforms in an Era of Transnational Governance

283 Pages·2018·3.51 MB·English

by  Elisabeth Hultqvist

Educational Governance Research 7
Elisabeth Hultqvist
Sverker Lindblad
Thomas S. Popkewitz Editors
Critical Analyses
of Educational
Reforms in an Era
of Transnational
Governance
Educational Governance Research
Volume 7
Series Editors
Lejf Moos, Aarhus University, Copenhagen, Denmark
Stephen Carney, Roskilde University, Roskilde, Denmark
Editorial Advisory Board
Herbert Altrichter, University of Linz, Austria
Stephen J. Ball, Institute of Education, London, England
Y.C. Chen, Hong Kong Institute of Education, Hong Kong
Neil Dempster, Griffith University, Australia
Olof Johansson, Umeå University, Sweden
Gita Steiner Khamsi, Columbia University, USA
Klaus Kasper Kofod, Aarhus University, Denmark
Jan Merok Paulsen, Oslo and Akershus University College of Applied Science,
Oslo, Norway
James P. Spillane, Northwest University, Chicago, USA
Michael Uljens, Åbo Akademi University, Finland
Educational Governance Research
Aims and Scope
This series presents recent insights in educational governance gained from research
that focuses on the interplay between educational institutions and societies and
markets. Education is not an isolated sector. Educational institutions at all levels are
embedded in and connected to international, national and local societies and
markets. One needs to understand governance relations and the changes that occur
if one is to understand the frameworks, expectations, practice, room for manoeuvre,
and the relations between professionals, public, policy makers and market place
actors.
The aim of this series is to address issues related to structures and discourses by
which authority is exercised in an accessible manner. It will present findings on a
variety of types of educational governance: public, political and administrative, as
well as private, market place and self-governance. International and multidisci-
plinary in scope, the series will cover the subject area from both a worldwide and
local perspective and will describe educational governance as it is practised in all
parts of the world and in all sectors: state, market, and NGOs.
The series:
– Covers a broad range of topics and power domains
– Positions itself in a field between politics and management/leadership
– Provides a platform for the vivid field of educational governance research
– Looks into ways in which authority is transformed within chains of educational
governance
– Uncovers relations between state, private sector and market place influences on
education, professionals and students.
More information about this series at http://www.springer.com/series/13077
Elisabeth Hultqvist • Sverker Lindblad
Thomas S. Popkewitz
Editors
Critical Analyses
of Educational Reforms
in an Era of Transnational
Governance
Editors
Elisabeth Hultqvist Sverker Lindblad
Department of Education Department of Education and Special
Stockholm University Education
Stockholm, Sweden University of Gothenburg
Gothenburg, Sweden
Thomas S. Popkewitz
Department of Curriculum and Instruction
University of Wisconsin–Madison
Madison, WI, USA
ISSN 2365-9548 ISSN 2365-9556 (electronic)
Educational Governance Research
ISBN 978-3-319-61969-9 ISBN 978-3-319-61971-2 (eBook)
https://doi.org/10.1007/978-3-319-61971-2
Library of Congress Control Number: 2017953414
© Springer International Publishing AG 2018
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Contents
1 Critical Analyses of Educational Reform – Writing a Title
and Editing a Book.................................................................................. 1
Elisabeth Hultqvist, Sverker Lindblad, and Thomas S. Popkewitz
Part I Studies of Transnational Governance of Education
2 Narrating and Relating Educational Reform
and Comparative Education .................................................................. 23
Robert Cowen
3 Reforming Education: The Spaces and Places of Education Policy
and Learning ........................................................................................... 41
Bob Lingard
Part II Educational Reforms and Transnationalization
4 Education Governance by Results? On Communication
in a Performative Turn in Swedish Education ...................................... 63
Sverker Lindblad
5 Educational Restructuring and Social Boundaries:
School Choice and Consumers of Education ........................................ 77
Elisabeth Hultqvist
6 Becoming Fit for Transnational Comparability ................................... 93
John Benedicto Krejsler, Ulf Olsson, and Kenneth Petersson
7 Killing Two Birds with One Stone: Globalizing
Switzerland by Harmonizing the Cantonal Systems
of Education in the Aftermath of PISA ................................................. 113
Daniel Tröhler
v
vi Contents
Part III Making Kinds of People as the Imperatives
of Education: The Practice of Governing
the Educational Subjects
8 Reform and Making Human Kinds: The Double Gestures
of Inclusion and Exclusion in the Practice of Schooling ...................... 133
Thomas S. Popkewitz
9 The Transnational Phenomenon of Individual
Planning in Response to Pupil Diversity:
A Paradox in Educational Reform ........................................................ 151
Ines F. Alves
10 Refiguring the European Student: Mixed
Transnational Feelings ............................................................................ 169
Maarten Simons
11 Student Centredness and Learning from a Perspective
of History of the Present ......................................................................... 185
Ulf Olsson, Kenneth Petersson, and John Benedicto Krejsler
12 Governing the Intermediary Spaces: Reforming
School and Subjectivities Through Liminal
Motivational Technologies ...................................................................... 197
Helle Bjerg and Dorthe Staunæs
13 Digital Technologies in the Classroom:
A Global Educational Reform? ............................................................. 213
Inés Dussel
Part IV Migration and Population Flows
14 When the Other Arrives to the School ................................................... 231
Fernando Hernández-Hernández and Juana M. Sancho-Gil
15 A Manifestación to Disinvent Mundus’ Authoritarian
Regimes and the Categorical Imperative of Hospitality...................... 245
Ligia (Licho) López López
16 Migration as a Method: Deterritorializing the “Floating
Children” in Contemporary China ....................................................... 263
Lei Zheng
About the Contributors
Ines F. Alves is doctor in education and program coordinator of the H2020 European
Doctorate in Teacher Education (EDiTE) program at the Instituto de Educação of
the Universidade de Lisboa. Her research interests are in the fields of special and
inclusive education, disability and human rights, equity, and disadvantage. She is
interested in exploring notions of diversity and difference in a school context and
particularly the way practitioners conceptualize and respond to pupil diversity.
Helle Bjerg Ph.D., is vice-principal and part-time lecturer at the Danish School of
Education, Aarhus University. She has held a position as senior associate professor
in educational leadership at University College Capital, Copenhagen. Her research
comprises educational leadership, the teaching profession, and the professional
development of teachers and educational leaders. She has worked with governmen-
tality, affectivity, and educational subjectivities in schools. Her current research
interest is the rise of new professional accountabilities through data use and profes-
sional learning communities.
Robert Cowen is emeritus professor of education in University College London,
Institute of Education, and formerly was a senior research fellow in the University
of Oxford and a president of the Comparative Education Society in Europe (CESE).
Currently, he is chair of the editorial board of Comparative Education and an honor-
ary member of CESE. He is particularly interested in notions of international edu-
cational “transfer,” in “transitologies” (the dramatic collapse and reconstruction of
societies and educational systems), and in the ways universities are currently, in
some countries, being changed by managerialism. His most recent publication is
“Doctoring the Doctorate in England” in Knowledge Society and Doctoral Studies:
Research, Education and Training in a New Landscape, edited by Donatella
Palomba and Carlo Cappa (Rome: Arcane).
vii
viii About the Contributors
Inés Dussel is researcher and professor at the Department of Educational Research,
CINVESTAV, Mexico. She received her Ph.D. at the University of Wisconsin–
Madison. She acted as director of the Education Area, FLACSO/Argentina, from
2001 to 2008. She has published 10 books, edited 4, and over 150 chapters and
articles in refereed journals. Her research interests focus on the relationships among
knowledge, school, and politics, in a historical and cultural approach. She’s cur-
rently doing research on digital visual culture and its effects on schooling.
Fernando Hernández-Hernández is professor of contemporary visualities, psy-
chology of art, and arts-based research in the Unit of Cultural Pedagogies at the Fine
Arts Faculty of the University of Barcelona. He is a coordinator of the doctoral
program in arts and education. He has extensive experience in promoting research
policy at an institutional level, advising research programs and projects, and assess-
ing and managing research projects. He codirects the book series Repensar la edu-
cación [Rethinking Education] and directs the book series Intersecciones
[Intersections] both published by Octaedro. He has published a large number of
books and articles both nationally and internationally. His research focuses on
emerging subjectivities, visual culture, and educational innovation and
improvement.
Elisabeth Hultqvist is an associate professor at the Department of Education,
Stockholm University, Sweden, with a particular interest in sociology of education.
Hultqvist’s research has focused on structural changes of educational institutions,
predominantly upper-secondary school and higher education due to social and cul-
tural changes of the flux of students as well as analysis of the family’s social history
in relation to those changes. In addition, she has also been engaged in projects
regarding changes of teacher’s profession, specifically in relation to restructuring of
schooling and marketization, drawing on the work of Durkheim, Bourdieu, and
Bernstein, among others. Furthermore, Hultqvist had been engaged in a research
project at École des Hautes Études en Sciences Sociales in Paris, 2007–2010, and
involved in a collaboration project between the University of Wisconsin–Madison
and Stockholm University, 2012–2015.
John Krejsler is professor (Ph.D. and M.Ed.) at the Danish School of Education,
Aarhus University, Copenhagen, Denmark. His research centers on “new conditions
for (pre-)school and teacher education – in a transnational perspective” and brings
together three key themes: the transnational turn in education policy, evidence and
new conditions for producing “truths” about “what works,” and social technologies
(e.g., comparative surveys and rankings, appraisal interviews). His work draws
upon Foucault, Deleuze, and Habermas, among others. J.B. Krejsler has seats on the
boards of the Nordic Educational Research Association and the European
Educational Research Association and was a visiting scholar at the University of
California Los Angeles (UCLA) (2015) and a visiting professor at Kristianstad
University (Sweden) in 2009 and 2010.
About the Contributors ix
Sverker Lindblad is senior professor in education sciences at the University of
Gothenburg. His research focuses on curriculum theory and educational policy
analysis. He has coordinated international research programs funded by the
European Commission such as Education Governance and Social Inclusion/
Exclusion and Professional Knowledge in Restructuring Welfare States. Lindblad is
now analyzing the intersection between educational research and policy discourses
with a focus on international large-scale assessments and tandem processes in
science- society development.
Bob Lingard is professor at the School of Education at the University of Queensland.
His research domains are sociology of education and education policy. He has pub-
lished 24 books and 150 journal articles and book chapters. His most recent books
include the coauthored Globalizing Educational Accountabilities (Routledge, 2016)
and the coedited National Testing in Schools: An Australian Perspective (Routledge,
2016) and The Handbook of Global Education Policy (Wiley, 2016). He is editor of
the journal Discourse: Studies in the Cultural Politics of Education and of the
Routledge book series Key Ideas in Education. Bob is a fellow of the Academy of
Social Sciences in Australia and also of the Academy of Social Sciences in the UK.
Ligia (Licho) López López is a McKenzie fellow in the Melbourne Graduate
School of Education at the University of Melbourne, Australia. Lopez Lopez
received her Ph.D. from the University of Wisconsin–Madison and travels widely
speaking on issues of diversity, youth cultures and visual studies in education, and
post-foundational educational inquiry. Lopez Lopez’s work has appeared in
Knowledge Cultures, PROFESSORADO, and the Journal of Latinos and Education,
among other peer-reviewed journals. Her book The Making of Indigeneity,
Curriculum History, and the Limits of Diversity will be published by Routledge in
2017. Lopez Lopez’s work expands outside of academia in projects such as Mira.
History not Yet History, a traveling exhibit of archival photographs she is co-curat-
ing with schoolteachers and young people of Mayan background in Guatemala.
Ulf Olsson is an associate professor at the Department of Education, Stockholm
University, Sweden. His main research interest is about the history of present
knowledge or genealogy of different areas of society such as the politics of higher
education, public health, and health care. In the past decade, his research has focused
on European higher education area and international as well as national politics of
education, from the perspective of governmentality.
Kenneth Petersson is an associate professor at the Department of Social and
Welfare Studies, Linkoping University, Sweden. His main research interest is about
the history of present knowledge that governs different areas of society. In line with
genealogical-historical studies, his main interest has been to understand the reason
of the political epistemologies which governs and regulates the thoughts and prac-
tices in areas such as education and education policy, social work, and crime policy.