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“International standards” and the implications for educational equality in national school reforms
Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice. (Studien in Curriculum, Teaching and Evaluation (SITE))ORCID iD: 0000-0001-5554-6041
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The evidence-based policy movement emerged from a desire to remove ideology from the policy process in order to increase the credibility of policy proposals; an approach that was also incorporated in the Organisation for Economic Co-Operation and Development (OECD). The focus of this study is to explore international policy discourses and “international standards” underpinning school reforms, with the current school reform in Sweden used as an example. The purpose is (i) to examine what arguments and actors in the international education arena are relevant to the national reform priorities, and (ii) to explore how comparative research perspectives can contribute to unravel aspects of (in)equalities in national school reforms against a backdrop of international educational policy discourses.

Place, publisher, year, edition, pages
2019.
Keywords [en]
education policy, reform, international policy
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
URN: urn:nbn:se:lnu:diva-87034OAI: oai:DiVA.org:lnu-87034DiVA, id: diva2:1339691
Conference
American Educational Research Association Congress,AERA, Toronto, April 5-9.
Available from: 2019-07-30 Created: 2019-07-30 Last updated: 2019-07-30

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Wahlström, Ninni

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf