NDLI: Local educational actors doing of education – a study of how local autonomy meets international and national quality policy rhetoric

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Local educational actors doing of education – a study of how local autonomy meets international and national quality policy rhetoric

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Volume: 1 Issue: 1

Local educational actors doing of education – a study of how local autonomy meets international and national quality policy rhetoric

Content Provider	Taylor & Francis Online
Author	Bergh, Andreas
Abstract	This article studies how local autonomy meets international and national quality policy rhetoric. The research question asked is: How can the local doing of education be understood in relation to international and national quality policy rhetoric, and how does this affect teachers’ autonomy to realise nationally formulated goals? To answer this, two sets of theoretical concepts are combined: horizon of expectation and space of experience (Koselleck, 2002 Koselleck R. The practice of conceptual history: Timing history, spacing concepts. 2002; Stanford: Stanford University Press. [Google Scholar]) and autonomy and control (Cribb & Gewirtz, 2007 Cribb A., Gewirtz S. Unpacking autonomy and control in education: Some conceptual and normative groundwork for a comparative analysis. European Educational Research Journal. 2007; 6(3): 203–213. [Google Scholar]). An earlier study (Bergh, 2010 Bergh A. Vad gör kvalitet med utbildning? Om kvalitetsbegreppets skilda innebörder och dess konsekvenser för utbildning [What does quality do to education? Different meanings of the concept of quality and their consequences for education]. 2010; Örebro: Örebro Studies in Education, 29. [Google Scholar]) of how the use of the quality concept has successively changed in Swedish authoritative educational texts from the 1990s and onwards provides a broader context for the local study, which empirically builds on interviews with local politicians, civil servants, school leaders and teachers. The results show that the national policy rhetoric has a strong impact on local practice, but also that certain interpretations are taken further in the local context, such as an emphasis on market forces. Although possible conflicts in the national context are concealed by the use of positive concepts like quality, these conflicts eventually erupt in the local setting, often with far reaching consequences for its different actors and for the education in question.
File Format	PDF HTM / HTML
ISSN	20020317
DOI	10.3402/nstep.v1.28146
Journal	Nordic Journal of Studies in Educational Policy
Volume Number	2015
Issue Number	2
Language	English
Publisher	Co-Action Publishing
Publisher Date	2015-07-03
Access Restriction	Open
Subject Keyword	Quality Conceptual history Autonomy Control Teacher Sweden
Content Type	Text
Resource Type	Article
Subject	Education

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