Conclusion

Cowen, Robert K.; Kazamias, Andreas Μ.

doi:10.1007/978-1-4020-6403-6_80

Cited by 8 publications

(8 citation statements)

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“…Policy borrowing has received increased attention in educational research over the past few decades (Cowen and Kazamias, 2009; Schriewer, 2014; Steiner-Khamsi, 2004, 2010; Steiner-Khamsi and Waldow, 2012) in tandem with the growing international policy discourse sparked by international comparative studies of student achievement (Benveniste, 2002; Kamens, 2015; Petterson, 2008). While policy borrowing, strictly interpreted, refers to the situation when ‘policy makers in one country seek to employ ideas taken from the experience of another country’ (Phillips, 2004: 54), the term has digressed to a more general meaning related to how a nation’s policy is influenced by other countries.…”

Section: Theoretical Perspectives On Policy Legitimationmentioning

confidence: 99%

New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform

Tveit

Lundahl

2017

European Educational Research Journal

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Identifying three modes of policy legitimation in education, illustrated by shifts in Swedish educational assessment and grading policies over the past decades, the paper demonstrates significant trends with regard to national governments’ policymaking and borrowing. We observe a shift away from collaboracy – defined as policy legitimation located in partnerships and networks of stakeholders, researchers and other experts – towards more use of supranational agencies (called agency), such as the Organisation for Economic Co-operation and Development, the European Union and associated networks, as well as the use of individual consultants and private enterprises (called consultancy) to legitimate policy change. Given their political and high-stakes character for stakeholders, assessment and grading policies are suitable areas for investigating strategies and trends for policy legitimation in education. The European Union-affiliated Eurydice network synthesises policy descriptions for the European countries in an online database that is widely used by policymakers. Analysing Eurydice data for assessment and grading policies, the paper discusses functional equivalence of grading policies and validity problems related to the comparison of such policy information. Illuminating the roles of the Swedish Government and a consultant in reviewing and recommending grading policies, the paper discusses new ‘fast policy’ modes of policy legitimation in which comparative data is used to effectuate assessment reform.

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Section: Theoretical Perspectives On Policy Legitimationmentioning

confidence: 99%

New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform

Tveit

Lundahl

2017

European Educational Research Journal

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“…In qualitative terms, it can be seen that the literature is at a stage having to negotiate between capturing and legitimizing transnational academic mobility and simultaneously having to adopt a sui generis focus on individual activities, such as quality assurance, institutional perspectives, and so forth. However, as handbooks exist, albeit under the theme of internationalization, and have extensively covered the changes in “international” academic mobility, this suggests a high level of maturity and makes an important statement on the nature of the field (Cowen & Kazamias, 2009). Therefore, future research can focus more on specific aspects of transnational higher education, especially to address research gaps or topics that are still in a state of infancy.…”

Section: Discussionmentioning

confidence: 99%

Transcending Borders and Traversing Boundaries

Kosmützky

Putty

2015

Journal of Studies in International Education

162

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This article is a review of the literature concerned with transnational, offshore, crossborder, and borderless higher education, which together form a new thematic field within higher education research from the early 2000s onwards. The review places emphasis on the development of this field as well as its most cited contributions. The literature derives from the Database of Research on International Education, while the citation data comes from Google Scholar. The first section describes the growth of the field and its cognitive and institutional structure in terms of keywords, publication types, journals, and topic clusters. The second section provides a review of the most recognized work of this thematic area. Research related to the main themes studied under the label of transnational higher education is discussed. Finally, future directions for research, including methodological issues and substantive concerns, are addressed.

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“…(Unterhalter, 2019b, page89) This discussion of reflexive comparison had been formulated through a reflection on work on capabilities, education, empowerment, participation and the problems of co-option. It had not been considered in dialogue with the core contests about method in comparative education (Cowen and Kazamias, 2009), the reboot these are given through Cowen's (2002) concerns with transitologies, ideas about contingency ( Kauko and Wemke, 2018) Kim's (2014) interest in different world views, and the key imperative formulated in contemporary scholarship on epistemic injustice to name colonial contexts and try to change them (Sriprakash, Tikly, & Walker, (2019) . The ways in which education and international development has a hybrid approach to method was also somewhat to the side of this distillation of reflexive comparisons.…”

Section: Some Thoughts On Methodsmentioning

confidence: 99%

“…Ideas about pluralism and its relationship with connection and reflexivity are a somewhat muted thread of analysis in comparative education, and international development. This may have to do with the theoretical hybridity and eclecticism which characterise both fields of inquiry (Cowen and Kazamias, 2009;Larsen, 2010;Unterhalter2015). But the concerns of some analysts of pluralism with how difference transmutes into inequality, how fragile and difficult connection may be, and how much particular forms of education and insight around the complexities of histories and identities are needed to support change (Cockburn, 1998;Vertovec 2010;Brubaker, 2015;Johnson, 2016 ) resonate with some of the general scholarly terrain of both fields.…”

Section: Pluralism and Identitiesmentioning

confidence: 99%

An other self? Education, foreignness, reflexive comparison and capability as connection

Unterhalter

2019

Comparative Education

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The article is an attempt to explore through the lens of my identification as a foreigner, a number of different themes around work in comparative education, particularly aspects of the question of method, and some reflections on the relationship with education and international development. The discussion begins with some reflection on internal or external foreignness, and the ways in which these identifications within my autobiography are heterodox, not singular and co-constructed with many relationships, changing over time. Some different formulations of pluralism and engagements with the capability approach are discussed drawing out some of the resources they provide for exploring approaches in comparative education. In the final section some features of the idea of reflexive comparison as a methodological resource are sketched. An other self: Internal of external foreignness?From a certain viewpoint I can position my work as marked by particular forms of personally claimed or socially ascribed foreign-ness. I can note I am a woman, from a particular location, class and race inflected background, working on gender in comparative and international education. These are disciplinary areas where key works have largely been written by men. Women's rights and gender analysis are areas of specialist, not mainstream, concern. Here I am foreign by what I am not. This has internal effects on some of what I write, how I write, and external effects on the political dynamics of how this writing is viewed. These two processes, which are both heterodox, and not simply one thing for all time, are also interconnected. This has implications for thinking about method, as I discuss below.

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Conclusion

Cited by 8 publications

References 0 publications

New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform

New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform

Transcending Borders and Traversing Boundaries

An other self? Education, foreignness, reflexive comparison and capability as connection

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