European Educational Research Journal |
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CONTENTS [click on author's name for abstract and full text] |
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THEME Changing Forms of Educational Governance
in Europe
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From Centralisation to Decentralisation: governance of education in Sweden |
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This article draws on interviews with Swedish system actors, at national and local levels, to consider the impact of changes in the governance of education in Sweden, which have been characterised as a shift from centralisation to decentralisation. The respondents discuss their explanations of change, putting emphasis on social and economic developments, and consider alterations in the relationships between the centre, the localities and the institutions. Change is mostly seen as both inevitable and positive: only a minority raise concerns about the impact of deregulation on inequalities. |
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Modernisation of Educational Governance in Greece: from state control to state steering |
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This article attempts to understand the emergent forms of education governance that are developing in the context of the Greek educational system. The methodology used is discourse analysis, which draws upon interviews with political actors at the central and local level, while it also takes into consideration other written texts and parliamentary proceedings relevant to the recent educational reform. The article argues that education policy constructs modernisation as an inevitable process related to globalisation and European integration. The introduction of competitiveness and entrepreneurialism is perceived as the main means to accomplish the task of modernisation, while social exclusion remains unvoiced in contemporary education policy. |
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The New Magistracy of Influence: changing governance of education in Portugal |
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This article considers the impact of recent changes in the governance of education in Portugal, drawing on interviews with Portuguese politicians and administrators centrally involved in education policy-making in the last 15 years. The interview data reveal a strong focus on the school as a vehicle for building democracy in Portugal. The school remains central to a project of enhancing social justice and supporting community, but at the same time there are concerns about the capacity of the school to cope with pressure for change. The same ambiguity is present in system actors’ view of teachers: they are central to policy but also judged to be inadequate to meeting the need for change. The interviews also draw attention to the expanded role of supra-national and transnational agencies in policy-making in Portugal, and the emerging ‘magistracy of influence’ that is engaged in these networks. |
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Changing Educational Governance in Spain: decentralisation and control in the autonomous communities |
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This article explores the impact of change in the governance of education in Spain by exploring the views of system actors engaged in education policy-making in two autonomous communities within the Spanish state. The interviews reflect on the long process of reform of education in Spain, and the shaping principles of that reform. They also consider the ways in which the process has altered as Spanish society has changed. A key issue is the tension between the legacy of a history of centralisation and the pressure for modernisation, which is seen to require decentralisation. Issue that relate to the definition of ‘national identity’ within a decentralised education system are also considered. |
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Modernising Education Governance in England and Scotland: devolution and control |
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This article considers the impact of the neo-liberal agenda for modernising the government of education in two of the United Kingdom’s education systems: England and Scotland. The article looks at differences between England and Scotland in the context of devolved education governance and concludes that there are significant and possibly ongoing differences in the ‘local’ interpretation of New Labour’s modernisation project. |
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The Reconfiguration of the Modern Social Contract: new forms of citizenship and education |
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This article argues that a reconfiguration of the modern social contract is taking place as a process that involves the reconceptualisation of citizenship as difference. At the base of this process is one the authors have previously described as ‘the rebellions of differences’ (Stoer & Magalhães, 2001). The rebellions are against the cultural, political and epistemological yoke of Western modernity. What characterises differences and their social relations today is precisely their heterogeneity and their inescapable resistance to any attempts at epistemological or cultural domestication. The implications of this rebellion of differences for the concept and practices of citizenship are profound. The main implication explored here is the reconfiguration of what we call ‘attributed citizenship’ into ‘demanded’ or ‘claimed citizenship’. The authors conclude by relating the latter to the political management of education systems. |
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