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Education Policy Divergence between England and Wales: "Consumerism & Producerism"

英格兰和威尔士的教育政策分歧：“消费主义

基本信息

批准号：
2479928
负责人：
金额：
--
依托单位：
London School of Economics and Political Science
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2020
资助国家：
英国
起止时间：
2020 至无数据
项目状态：
已结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2479928
关键词：
Education Policy Divergence between England

项目摘要

Summary (no more than 500 words) Comparative research into the education policies of England and Wales utilising an adapted new institutionalism framework. Drawing on literature surrounding the marketization of education and private sector involvement in the administration of schools, my research will serve to highlight the differences between the two education systems and provide a methodology for understanding their different policy trajectories with reference to neoliberal ideology (Ball, Apple, et al). In order to understand the divergence between these systems, relevant actors will be identified for interview using the discursive institutionalism framework advanced by Schmidt (Schmidt, 2008, 2011). Semi structured interviews with these actors will then elucidate the variables, which determine the trajectory of policy making. These variables will then allow us to consider whether disparate ideologies distinguish the policy spaces along the 'consumerism-producerism' paradigm alluded to within the literature (Reynolds, 2008). This research will offer seminal exploration of the 2022 Welsh curriculum design, filling a gap in the literature around Welsh policy making as well as contributing a 'home international' comparison (Raffe et al, 1999) and adding to the growing body of work around UK policy design and the marketization of education in the UK.

摘要（不超过500字）比较研究到英格兰和威尔士的教育政策，利用一个适应新制度主义框架。我的研究将借鉴围绕教育市场化和私营部门参与学校管理的文献，突出两种教育体系之间的差异，并提供一种方法来理解他们不同的政策轨迹，参考新自由主义意识形态（鲍尔，苹果等）。为了理解这些系统之间的差异，将使用施密特（施密特，2008，2011）提出的话语制度主义框架来确定相关的行动者进行访谈。然后，对这些行为者进行半结构化访谈，阐明决定政策制定轨迹的变量。这些变量将使我们能够考虑不同的意识形态是否区分政策空间沿着文献中提到的“消费主义-生产主义”范式（雷诺兹，2008年）。这项研究将提供2022年威尔士课程设计的开创性探索，填补了围绕威尔士政策制定的文献空白，并提供了“家庭国际”比较（Raffe等人，1999年），并增加了围绕英国政策设计和英国教育市场化的工作。