Global policy convergence through “distributed governance”? The emergence of “national” education standards in the US and Germany
Global policy convergence through “distributed governance”? The emergence of “national” education standards in the US and Germany
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DOI：
10.1080/21699763.2014.977803
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发表时间：
2015-01
影响因子：
--
通讯作者：
Sigrid Hartong
中科院分区：
文献类型：
--
作者：
Sigrid Hartong
本文重点讨论通过在教育政策部门实施“分布式治理”实现全球政策趋同。在这里，重点是针对国家教育标准（内斯）的出现，作为一个公平的学校控制和性能提高的同时工具。美国和德国都表现出对国家集中教育控制的高度传统抵制，但最近实施的国家核心课程倡议（德国的国家教育标准和美国的共同核心国家标准）使这一方向发生了巨大的转变。本文将依托全球治理和分布式治理的研究成果，以“异质性”概念为核心，以内斯在美国和德国的崛起为例，分析全球和国家背景的相互作用，最终展示这两个概念对解释政策趋同的贡献（和局限）。
This article focuses on the discussion of global policy convergence through the implementation of “distributed governance” within the education policy sector. Here, the focus is directed at the emergence of national education standards (NES) as a simultaneous instrument of fair school control and performance increase. Both the US and Germany show a high traditional resistance to nationally centralised educational control, but experienced a massive transformation in this direction by the recent implementation of a national core curriculum initiative (National Education Standards in Germany and Common Core State Standards in the US). This article will rely on global governance and distributed governance research, focusing on the concept of “heterarchies”, to analyse the interplay of global and national contexts in the case of the rise of NES in the US and Germany, ultimately showing the concepts' contributions (and limits) to explain policy convergence.