Socialisation, learning and the OECD's Reviews of National Policies for Education : the case of Sweden
Socialisation, learning and the OECD's Reviews of National Policies for Education : the case of Sweden
复制标题
社会化、学习和经合组织对国家教育政策的审查：瑞典的案例
DOI：
10.1080/17508487.2017.1337586
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发表时间：
2017
影响因子：
3.9
通讯作者：
Grek S
中科院分区：
文献类型：
--
作者：
Grek S
经济合作与发展组织（OECD）近20年来的教育政策工作在教育思维和框架方面实现了范式转变；然而，这一过程并不完全基于和依赖于冷冰冰的数字合理性。至关重要的是，正如本文将展示的那样，它还涉及社会化和学习的过程。本文认为，基于社会化概念的建构主义-制度主义视角为解释经合组织在教育政策制定领域的主导地位提供了充分的工具。这篇论文利用政策学习理论来说明，维持和加强数字游戏的是各种社会行为者如何以及为什么走到一起，而不仅仅是数字本身的有效性或强度。它以2015年经合组织（OECD）发表的《瑞典教育评论》（Review of sweden education）为例，从经验上充实了这一论点。虽然经合组织对许多国家的影响很大，但瑞典可能是少数几个在公众舆论、学术界和政策制定界对经合组织作为教育政策专家和行动者的不可或缺性表现出如此一致的国家之一。
This paper suggests that the Organisation for Economic Cooperation and Development (OECD) education policy work of the last 20 years has achieved a paradigmatic shift in the thinking and framing of education; however, this process was not exclusively based and dependent upon the cold rationality of numbers. Crucially, as the article will show, it has also involved processes of socialisation and learning. The paper argues that a constructivist-institutionalist perspective based on the notion of socialisation provides adequate tools to explain the dominance of the OECD in the education policymaking world. The paper makes use of policy learning theory to show how and why it is the coming together of various actors in social terms that sustains and reinforces the numbers game, rather than simply the validity or strength of the numbers themselves. It uses the case of the publication of the OECD Review of Swedish education in 2015 to empirically flesh out the argument. Although the influence of the OECD has been great to a number of countries, Sweden is perhaps one of the few that displays such unanimity of public opinion and the academic and policymaking worlds in regard to the indispensability of the OECD as an education policy expert and actor.