Institutionalist perspectives on the dynamics of post-conflict education reforms in Bosnia and Herzegovina,
Institutionalist perspectives on the dynamics of post-conflict education reforms in Bosnia and Herzegovina,
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制度主义者对波斯尼亚和黑塞哥维那冲突后教育改革动态的看法，
DOI：
10.1080/03050068.2021.1982554
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发表时间：
2021
影响因子：
3.3
通讯作者：
Taro
中科院分区：
文献类型：
--
作者：
Komatsu;Taro
本研究报告旨在概述自1990年代末以来在波斯尼亚和黑塞哥维那（波黑）进行的教育改革，并解释在地方一级形成这些改革的意识形态和社会动力。分析的理论框架与制度主义相一致，特别是它目前被广泛讨论的三个变体。社会学的新制度主义和历史制度主义倾向于关注宏观层面的动态，而话语制度主义则关注行动者的想法及其相互作用。话语制度主义有助于分析波黑的情况，特别是讨论其社区学校治理制度，因为各种各样的行为者，包括国际机构、国家决策者、学校领导人和社区代表，都参与了制定全球规范和改革。本文随后概述了当前以社区为基础的学校治理体系是如何陷入制度僵局的，在这种僵局中，这些不同的行为者的动机、行为和意义创造过程都相互交织。
This study aims to outline the educational reforms that have been taking place in Bosnia and Herzegovina (BiH) since the late 1990s and to explain the ideological and social dynamics shaping their implementation at the local level. The theoretical framework informing the analysis is in line with institutionalism, in particular three of its currently much-discussed variants. While sociological neo-institutionalism and historical institutionalism tend to focus on macro-level dynamics, discursive institutionalism rather focuses on actors’ ideas and their interactions. Discursive institutionalism is useful in analysing the case of BiH— in particular, in discussing its system of community-based school governance because a diverse range of actors, including international agencies, national policymakers, school leaders, and community representatives, have been involved in enacting global norms and reforms. This paper then outlines how the current community-based school governance system has reached an institutional standoff wherein these diverse actors’ motives, behaviours and meaning-making processes all intersect.