On the absent ground of transnational partnerships in education: A post-foundational intervention

Knutsson, Beniamin; Lindberg, Jonas

doi:10.1080/14767724.2019.1583090

Cited by 10 publications

(13 citation statements)

References 43 publications

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“…In EE situations, HEIs must draw on multiple conventions to gain legitimacy for their EE activities internally, in their home institutions, and externally, in their home country and in the project location. Therefore, an EE provider must be able to analyse the different operational contexts and recognise what counts as common good in those contexts, and what the expectations of their stakeholders are (Knutsson and Lindberg 2019), to secure the legitimacy of their EE activity.…”

Section: Convention Theoretical Approach To Legitimation Issuesmentioning

confidence: 99%

Legitimations of Finnish education export – exploring the plurality of guiding principles

Juusola

Nokkala

2021

European Journal of Higher Education

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This paper explores the legitimation of Finnish education export (EE) activities linked to higher education institutions. As a small non-English speaking country with only recent involvement in the EE market, Finland provides an underexplored context to consider the legitimation of overseas, fee-based educational services from the perspective of EE providers. In this qualitative case study comprising two Finnish EE endeavours, we draw on convention theory to argue that the legitimation of education export is based on multiple roles of such export, not just on generating revenue for the provider institution. We show that legitimations are linked to multiple guiding principles, illustrated in our data through five themes: education for the future generations, competing institutions, localisation of education activity, project-oriented activity, and Finnishness of education export. Due to the plurality of principles, the legitimation process of EE among internal and external stakeholders includes more variation than the seemingly important market-driven logic would suggest, even if this logic has been in focus of the national higher education policy over the past decade.

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Section: Convention Theoretical Approach To Legitimation Issuesmentioning

confidence: 99%

Legitimations of Finnish education export – exploring the plurality of guiding principles

Juusola

Nokkala

2021

European Journal of Higher Education

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“…Em 2011, adquiriu uma nova roupagem, a fim de responder a várias críticas ao seu funcionamento, entre elas uma gestão pouco democrática, promoção de políticas educacionais motivadas por questões ideológicas (p. ex., preponderância de atores privados) entre outras LINDBERG, 2019;MENASHY, 2016;2017;2019).…”

Section: Privatización De La Educación En 24 Países Africanos: Tendenunclassified

“…A privatização da educação foi selecionada como leitmotiv desta análise, pois predomina no fundo em questão a promoção de políticas educacionais que dá preponderância aos atores privados, além do fato de que uma das inovações desse fundo é a participação do setor privado na sua administração. A investigação disponível também indica que a participação desses atores privados está relacionada com a promoção de suas agendas, orientadas pelo lucro, e tem como estratégia solidificar a relação com atores que tenham a capacidade para implementar suas iniciativas LINDBERG, 2019;MENASHY, 2016;2019). Outra questão é que a investigação sobre a PGE é escassa, em especial no Brasil e em países do Sul Global.…”

Section: Privatización De La Educación En 24 Países Africanos: Tendenunclassified

Privatização Da Educação Em 24 Países Africanos: Tendências, Pontos Comuns E Atípicos

Silva

Oliveira

2020

Educ. Soc.

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RESUMO O artigo busca focar nas principais tendências no âmbito da privatização da educação em 24 países africanos considerados frágeis pela Parceria Global para a Educação, comparando as diferenças e os pontos em comum. Com esse objetivo, recorre-se a um corpus documental para a realização de análise de conteúdo dos dados invocados, de modo a evidenciar o conteúdo manifesto. A análise realizada permite inferir que predomina, nos diferentes países, a perspectiva da privatização da educação planejada em detrimento da de facto, e constatar que, quando os documentos mencionam a gestão privada, referem-se, principalmente, à comunidade/aos pais. Concluiu-se que predomina a perspectiva de que as decisões são baseadas em evidências científicas, existindo, contudo, cinco países considerados atípicos.

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“…[OSN 2015: 14] věření Úřadu vlády: Strategický rámec: Česká republika 2030. 10 Vzhledem k tomu, že propaguje extenzivní síťování nejrůznějších aktérů na nejrůznějších úrovních, společné vyměňování zkušeností, učení a dobré praxe, je objektem mnoha studií věnujících se nové globální governanci a fluidním strategickým partnerstvím ve vzdělávací politice [Lindberg, Knutsson 2019].…”

Section: Strategické Dokumenty Jako Sociologická Dataunclassified

“…Naopak problémy neplynou z uzurpování si klíčových definic (jakkoli jsou takové pokusy o uzurpaci závažné a problematické), nýbrž spíše z toho, že množství protichůdných legitimizací na sebe naráží a vzájemně se nekonzistentně propojují a spíše ochromují pokusy o společné vize [srov. Lindberg, Knutsson 2019].…”

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Legitimising Educational Reforms: Strategic Documents and Competing Knowledge Regimes

Wirthová¹

2020

Czech Sociological Review

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The article focuses on knowledge regimes within the normative discourse of the reform of Czech educational curricula. Engaging with the relational ontology of 'third-wave sociology of education', the article presents a qualitative analysis of strategic documents that sheds light on the divergent systems of reasons for particular educational changes. The research traced legitimising (justifying and criticising) strategies in authorised documents (governmental organisations) and non-authorised (NGOs and transnational organisations) in the 2010-2017 period. These findings point to the existence of several significantly divergent knowledge 'micro-regimes' that produce various contradictions and tensions on the level of regimes, documents, and the meaning of 'competent' actors. The research tracked the different relationships between managerial, expert, revisionist, revising, and adaptation regimes. It demonstrated that contemporary Czech attempts to reach a consensus over the goals of education across society are paralysed by a number of contradictory legitimisations rather than one hegemonic discourse.

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On the absent ground of transnational partnerships in education: A post-foundational intervention

Cited by 10 publications

References 43 publications

Legitimations of Finnish education export – exploring the plurality of guiding principles

Legitimations of Finnish education export – exploring the plurality of guiding principles

Privatização Da Educação Em 24 Países Africanos: Tendências, Pontos Comuns E Atípicos

Legitimising Educational Reforms: Strategic Documents and Competing Knowledge Regimes

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