Global Education Policy and the Postmodern Challenge

Carney, Stephen

doi:10.1002/9781118468005.ch28

Cited by 6 publications

(2 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Hernaest medfører globaliseringsprocesserne også en eksport af deterritorialiserede vidensløsninger, hvor succesfulde uddannelsesidéer rejser på tvaers af verdens uddannelsessystemer (Fairclough, 2007;Jarvis, 2007;Verger, Parcerisa, & Fontdevila, 2019). At globaliseringens mekanismer og internationale uddannelsesstyringstendenser influerer på skolesystemer i store dele af verden, ses i høj grad i studier af policy-låneprocesser (Carney, 2008(Carney, , 2016Steiner-Khamsi, 2010. I denne forskning synliggøres det, hvorledes de enkelte nationers beslutningstagere reformerer deres uddannelsessystemer gennem reformidéer, der er forbundet med en international, neoliberal styringsbevaegelse (Mundy et al, 2016;Sahlberg, 2016).…”

Section: Skoleledelse Og Internationaliseringunclassified

See 1 more Smart Citation

Mening og magt i skoleledelse: konstruktioner af styring i højtpræsterende skoler i et internationalt komparativt perspektiv

Jensen

View full text Add to dashboard Cite

The modernization of governance and the marketization of the Danish public education sector since the 1980s, has resulted in changes both in the constitutive conditions and in the discursive understandings framing the purpose of the public education system for educational leaders, teachers, and social educators working in schools. We know less about how the neoliberal modernization processes affect the schools at a micro-processual sensemaking level and a relational power level. In this analytical perspective, there is a scientific need to understand how these organizing and sensemaking processes are conducted through the discursive construction of power relations in modernized, institutional settings, and how these processes affect the organizational understandings, professional identities and social relations of the members in a high-achieving Danish public school. I investigate leadership from a micro-analytical perspective, as interaction processes centered around the creation of common understanding and the enactment of policy, and mobilize a theoretical understanding of leadership processes as social sensemaking constructions that are constituted, framed and transformed in a given context of discursive and institutional power. I argue that the members of the organization holding both formal and informal leadership positions construct understandings through social power struggles in ambiguous and contradictory discursive orders. Further, these struggles create new power relations and democratic forms of leadership within a hidden power structure of a high-achieving Danish school owing to governance transitions in the Danish public education sector.

show abstract

Section: Skoleledelse Og Internationaliseringunclassified

“…Bredt set er der i studier af globaliseringsprocesser på uddannelsesområdet enighed om, at saerligt konkurrenceordenen forbundet med den globale økonomiske styring er et dominerende rationale (Carney, 2008(Carney, , 2016L. Moos, 2016L.…”

Section: Tvaergående Empiriske Fund I Den Neoliberale Udviklingshisto...unclassified