The culture of education regimes: Efficiency, equality and governance in education and social policy

Abstract

Education has become a key tool for reducing inequality in the postindustrial economy; however, educational reformers must address tensions in goals of efficiency and equality. Cross‐national differences in cultural assumptions about education provide context for countries’ choices in resolving tensions between efficiency (developing skills) and equality (ensuring educational access for marginal workers). Cultural frames encourage actors to consider the role of education in solving social problems in strikingly different ways across countries. Britain and Denmark exemplify cross‐national variation in coping with efficiency and equality. I first demonstrate how cultural frames regarding education differ historically in Britain and Denmark in large corpora of literature from 1700 to 1920 (Martin, 2018). I show that British and Danish authors (as producers of culture) differ significantly in their depictions of education with respect to efficiency (skills), equality (perceptions of class and society) and governance (role of the state, assessment and coordination). I then report findings from an online internet survey of 2100 British and Danish young people that demonstrate the continuing divergence in cultural constructions of education in Britain and Denmark today. The survey reveals that the same cross‐national cultural distinctions apparent in the nineteenth‐century continue to resonate in contemporary views of education reform. The paper contributes by adding a cultural perspective to the factors driving diverse country choices about efficiency and equality in education policy, and it reinforces the importance of public opinion in policy choices. Moreover, the paper expands upon our understanding of Nordic social democracy from a historical perspective.

Community Spirit and Local Wisdom: Strengthening Character Education through the Ngarot Tradition in Social Studies Learning

“…Apart from that, education can also function as an agent of social change that promotes understanding of the importance of local traditions in building community solidarity [19]- [21]. Bringing traditional elements into the educational curriculum can encourage students to better appreciate cultural diversity and build a sense of pride in their cultural heritage [22]- [24]. Through inclusive education, it is hoped that the Ngarot tradition can become a source of inspiration for future generations in forming values of solidarity and togetherness that they can bring into their daily lives and in building a stronger society collectively [25]- [27].…”

Description of Student Attitudes in Physics Subjects Towards Reading Interest

“…It's a thrilling adventure that challenges your intellect, encourages problem-solving, and sparks creativity [18], [19]. Whether you're intrigued by the intricacies of particle physics, the wonders of electromagnetism, or the cosmic dance of celestial bodies, the study of physics empowers you to comprehend and appreciate the intricacies of the physical world [20], [21]. So, let the allure of physics captivate your imagination, as you embark on a journey of discovery that promises not only knowledge but also a deeper appreciation for the wonders that surround us.…”