A theoretical approach to understanding the global/local nex-us: the adoption of an institutional logics framework.

Parish, Karen

doi:10.7577/njcie.3027

Cited by 4 publications

(3 citation statements)

References 60 publications

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“…Analysing local practices under the regime of global demands has been discussed animatedly in international and comparative education (Robertson, 2012;Steiner-Khamsi, 2004;Verger et al, 2012;Parish, 2019). With a comparative approach, in line with Verger (2014), we investigate how similar education aims (such as working towards gender equality in TE) spread globally but are 'translated' into local policies.…”

Section: Methodological and Theoretical Considerationsmentioning

confidence: 99%

Global Demands – Local Practices

Kreitz-Sandberg

Lahelma

2021

NJCIE

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Gender equality is a global aim that has been presented in numerous documents. However, teacher education programs in many countries still lack sustainable strategies for working towards gender equality in education. Working successfully in this area may promote more sustainable practices in schools to reach gender-fair societies. The Nordic countries are known for pro-active gender policies and they provide interesting cases for investigating achievements and struggles in the field. The purpose of this article is, from an international comparative perspective, to explore the rationales and practices when working with issues of gender equality in Finnish and Swedish teacher education and to reflect on related concepts. We describe, analyse and compare local practices, theoretical frameworks and challenges by revisiting gender and teacher education research and equality projects from the 1980s up to today. The comparative methodology chosen facilitates understanding examples from two neighbouring countries, illustrating different ways to develop policies and strategies. Local actors not only follow global claims to work with gender and equality in teacher education but also play an active role and contribute to these discourses. Our study suggests that gender equality cannot be achieved overnight; appropriate strategies need to be negotiated constantly in specific national and institutional contexts at universities and teacher education institutions.

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Section: Methodological and Theoretical Considerationsmentioning

confidence: 99%

Global Demands – Local Practices

Kreitz-Sandberg

Lahelma

2021

NJCIE

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“…The author proposes that the human rights ideals of the IB form an institutional logic that has become embedded in the core of the IB (Parish 2018(Parish , 2019bTarc 2009a). However, the author questions the extent to which this filters down to individual school organizations, and in particular to students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts

Parish

2021

Prospects

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This article presents findings from a study that investigated how the global logic of human rights, as incorporated by the International Baccalaureate schools into their policies and practices, is experienced and adhered to by students who are following the International Baccalaureate Diploma Programme (IBDP) in different contexts. In this study, the cases for comparison were a private school in Norway and a state-funded school in Poland. Although selected for their differences, they offered functional equivalence in the standardized diploma program. The study used a multiple-methods approach, including both quantitative and qualitative data. Findings reveal significant differences between students’ levels of adherence to human rights logic. Reasons for this difference point both to logic hybridity within the school organization and a diverse school learning community.

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“…This paper builds upon Verger's (2014) institutionalism approach since it is interested in studying how the national curriculum policy of Norway and Brazil adopts the global accountability logic. Adoption is explored by borrowing from an institutional logics perspective, a branch of institutional theory that focuses on how belief systems shape and are shaped by individuals and organizations (Thornton et al, 2012;Thornton & Ocasio, 2013;Powell & Bromley, 2013;Parish, 2019). Thornton et al (2012, p. 2) defined an institutional logic "as the socially constructed, historical patterns of cultural symbols and material practices, including assumptions, values, and beliefs by which individuals and organizations provide meaning to their daily activity, organize time and space, and reproduce their lives and experiences".…”

Section: Institutional Logics Perspectivementioning

confidence: 99%

National curriculum policy in Norway and Brazil

Silva

Parish

2020

NJCIE

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This paper addressed in what ways national curriculum policy in Norway and Brazil adopted the global accountability logic of which OECD and other international organizations are proponents. It borrowed from an institutional logics perspective to explain the complexity found within the accountability logic across these two nation-states. The method used was thematic analysis of the national curriculum policy. The findings revealed that national curriculum policy is informed by the international context, but translated within national contexts. Norway elaborated the accountability logic to encompass multiple aspects of this logic that reinforced each other to create a cohesive policy. In Brazil, tensions between different social groups resulted in a curriculum policy with contradictory aspects of the accountability logic. The translations of the global accountability logic reflected the context-specific features of each country and illustrated both homogeneity and heterogeneity that still exists in different educational contexts.

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A theoretical approach to understanding the global/local nex-us: the adoption of an institutional logics framework.

Cited by 4 publications

References 60 publications

Global Demands – Local Practices

Global Demands – Local Practices

An embedded human rights logic? A comparative study of International Baccalaureate schools in different contexts

National curriculum policy in Norway and Brazil

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