Název: Discourses on governance of the teaching profession
Zdrojový dokument: Studia paedagogica. 2020, roč. 25, č. 2, s. [11]-22
Rozsah
[11]-22
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2020-2-1
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142785
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
This article will describe four discourses relating to external influences on the working conditions of educational professionals, discourses which also reflect the ways in which such professionals are perceived. The background is the development of Danish society and the Danish education system since World War II, but a great number of Western European countries, members of the OECD, have been strongly influenced by the same transnational agencies and have therefore been influenced in the same ways. As a result, the findings are also relevant for countries other than Denmark. The first discourse was constructed in the welfare state era, which lasted from World War II until the beginning of this century. In this discourse, teachers were supposed to act according to a democratic Bildung discourse. The second discourse overlapped the first in the competitive state era from 2000 onwards. In this discourse, teachers are supposed to act according to an agenda of effectiveness and accountability. The third and fourth discourses focus on learning outcomes and technologies in the marketplace: eduBusiness and data-driven digital discourses.
Reference
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[4] Biesta, G. (2003). Demokrati – ett problem för utbildning eller ett uttbildningsproblem? [Democracy – A problem for education or an educational problem?]. Utbildning & Democracy, 12(1), 59–80.
[5] Blossing, U., Imsen, G., & Moos, L. (2014). Nordic Schools in a Time of Change. In U. Blossing, G. Imsen, & L. Moos (Eds.), The Nordic Education Model. Springer.
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[7] Dewey, J. (1916). Democracy in Education. Macmillan.
[8] DiMaggio, P. J., & Powell, W. W. (1983). The Iron Cage Revisited: Institutional Isomorphism and Collective Rationality. American Sociological Review, 48(2), 147–160. https://doi.org/10.2307/2095101 | DOI 10.2307/2095101
[9] Foucault, M. (1972). The Archeology of Knowledge. Tavistock.
[10] Foucault, M. (2001). Governmentality. In J. D. Faubion (Ed.), Power –Essential Works of Foucault 1954–1984. Penguin Press.
[11] Gunter, H. M., & Mills, C. (2017). Consultants and consultancy: The case of education. Springer.
[12] Hammershøj, L. G. (2017). Dannelse i uddannelsessystemet. Hans Reitzels Forlag.
[13] Hood, C. (1991). A public management for all seasons. Public Administration, 69(1), 3–19. https://doi.org/10.1111/j.1467-9299.1991.tb00779.x | DOI 10.1111/j.1467-9299.1991.tb00779.x
[14] Hopman, S. T. (2008). No child, no school, no state left behind: Schooling in the age of accountability. Journal of Curriculum Studies, 40(4), 417–456. https://doi.org/10.1080/00220270801989818 | DOI 10.1080/00220270801989818
[15] Jensen, A. F. (2005). Mellem ting: Foucault filosofi. Det lille Forlag.
[16] Kemp, P. (2011). Citizen of the World: The Cosmopolitan Ideal for the Twenty-First Century. Humanity Books.
[17] KL. (2015). Notat: Brugerportalsinitiativet. KL. http://www.kl.dk/ImageVaultFiles/id_72252/cf_202/Offentligt_notat_om_brugerportalsinitiativet.PDF
[18] Klafki, W. (1983). Kategorial dannelse og kritisk-konstruktiv pædagogik. Udvalgte artikler. Nyt Nordisk Forlag.
[19] Klafki, W. (2001). Dannelsesteori og didaktik – nye studier. Klim.
[20] Labaree, D. (2014). Let's Measure What No One Teaches: PISA, NCLB, and the Shrinking Aims of Education. Teachers College Record. http://www.tcrecord.org/Content.asp?ContentId=17533
[21] Lange, B., & Alexiadou, N. (2007). New Forms of European Governance in the Education Sector? A Preliminary Analysis of the Open Method of Coordination. European Educational Research Journal, 6(4), 321–335. https://doi.org/10.2304/eerj.2007.6.4.321 | DOI 10.2304/eerj.2007.6.4.321
[22] Laursen, P. F., Moos, L., Olesen, H. S., & Weber, K. (2005). Professionalisering. En grundbog. Roskilde Universitetsforlag.
[23] Lawn, M., & Grek, S. (2012). Europeanizing Education – governing a new policy space. Symposium Books.
[24] Moos, L. (2006). A real change or a change in rhetoric? Comments to two OECD reviews on Educational research: England in 2002 and Denmark in 2004. In T. Schuller, W. Jochems, L. Moos, & Van Zanten, A. (Eds). Evidence and Policy Research. European Educational Research Journal, 5(1), 63–67. http://dx.doi.org/10.2304/eerj.2006.5.1.57 | DOI 10.2304/eerj.2006.5.1.57
[25] Moos, L. (2009). Hard and Soft Governance: the journey from transnational agencies to school leadership. European Educational Research Journal, 8(3), 397–406. http://dx.doi.org/10.2304/eerj.2009.8.3.397 | DOI 10.2304/eerj.2009.8.3.397
[26] Moos, L. (2011). Governance of educational systems – contextualizing and conceptualising influence. In F. Dietrich, M. Heinrich, & N. Thieme (Eds.), Neue Steuerung – alte Ungleichheiten? (pp. 23–34). Waxmann.
[27] Moos, L. (2014). Leadership for Creativity. International Journal of Leadership in Education, 18(2), 178–196. https://doi.org/10.1080/13603124.2014.915060 | DOI 10.1080/13603124.2014.915060
[28] Moos, L. (2018). Educating and Leading for World Citizenship: Through Technocratic Homogenisation or Communicative Diversity? Nordic Journal of Comparative and International Education, 2(2–3), 7–24. https://doi.org/10.7577/njcie.2758 | DOI 10.7577/njcie.2758
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[30] Moos, L., & Krejsler, J. (2006). Dominerende diskurser i talen om professioner. Nordisk Pedagogik, 26(3), 281–287.
[31] Moos, L., Krejsler, J., Hjort, K., Laursen, P. F., & Braad, K. B. (2005). Evidens i uddannelse? Danmarks Pædagogiske Universitetsforlag.
[32] Moos, L., Krejsler, J., & Laursen, P. F. (Eds.). (2004). Relationsprofessioner – lærere, pædagoger, sygeplejersker, sundhedsplejersker, socialrådgivere og mellemledere Danmarks. Pædagogiske Universitets Forlag.
[33] Moos, L., & Wubbels, T. (2018). General Education: Homogenised Education for the Globalized World? Zeitschrift für Erziehungswissenschaft, 21(2), 241–258. https://doi.org/10.1007/s11618-018-0809-z | DOI 10.1007/s11618-018-0809-z
[34] Normand, R. (2016). The Changing Epistemic Governance of European Education. Springer.
[35] Nóvoa, A. (2013). Numbers Do Not Replace Thinking. European Educational Research Journal, 12(1), 139–148. https://doi.org/10.2304/eerj.2013.12.1.139 | DOI 10.2304/eerj.2013.12.1.139
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[37] Pearson. (2014). Pearson to develop PISA 2018 Student Assessment 21st Century Frameworks for OECD. CISION PRweb. https://www.prweb.com/releases/2014/12/prweb12386913.htm
[38] Pearson. (2019). Company, vision and strategy. https://www.pearson.com/corporate#
[39] Pitman, A. (2008). Capacity-Building in South-East Asian Universities: International Challenges. Paper presented at the Korean Education Research Association, Seul.
[40] Rieder, G., & Simon, J. (2016). Datatrust: Or, the political quest for numerical evidence and the epistemologies of Big Data. Big Data & Society, 3(1), 1–6. https://doi.org/10.1177/2053951716649398 | DOI 10.1177/2053951716649398
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[42] Williamson, B. (2016). Digital methodologies of education governance: Pearson plc and the remediation of methods. European Educational Research Journal, 15(1), 34–53. https://doi.org/10.1177/1474904115612485 | DOI 10.1177/1474904115612485
[43] Williamson, B. (2017, March 27). Imaginaries and materialities of education data science. NERA Keynote. Code Acts in Education. https://codeactsineducation.wordpress.com/2017/03/27/imaginaries-and-materialities-of-education-data-science
[44] World Economic Forum. (2016). New Vision for Education: Fostering Social and Emotional Learning Through Technology. World Economic Forum. http://hdl.voced.edu.au/10707/443447
[45] WTO. (1998). Education Services: Background Note by the Secretariate S/C/W/49. World Trade Organization – Council for Trade in Services.
[46] Ydesen, C., Ludvigsen, K., & Lundahl, C. (2013). Creating an Educational Testing Profession in Norway, Sweden and Denmark, 1910–1960. European Educational Research Journal, 12(1), 120–138. https://doi.org/10.2304/eerj.2013.12.1.120 | DOI 10.2304/eerj.2013.12.1.120