Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making
This article focuses on the changing role of knowledge in education policy making within the knowledge society. Through an examination of key policy texts, the Scottish case of Integrated Children Services provision is used to exemplify this new trend. We discuss the ways in which knowledge is being...
| Auteurs principaux: | , |
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| Format: | Journal article |
| Langue: | English |
| Publié: |
2010
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| _version_ | 1826287651775315968 |
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| author | Grek, S Ozga, J |
| author_facet | Grek, S Ozga, J |
| author_sort | Grek, S |
| collection | OXFORD |
| description | This article focuses on the changing role of knowledge in education policy making within the knowledge society. Through an examination of key policy texts, the Scottish case of Integrated Children Services provision is used to exemplify this new trend. We discuss the ways in which knowledge is being used in order to re-configure education as part of a range of public services designed to meet individuals' needs. This, we argue, has led to a 'scientization' of education governance where it is only knowledge, closely intertwined with action (expressed as 'measures') that can reveal problems and shape solutions. The article concludes by highlighting the key role of knowledge policy and governance in orienting education policy making through a re-invention of the public role of education. |
| first_indexed | 2024-03-07T02:01:51Z |
| format | Journal article |
| id | oxford-uuid:9da68a22-1162-49de-b35a-6e8c8cd9cdd2 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T02:01:51Z |
| publishDate | 2010 |
| record_format | dspace |
| spelling | oxford-uuid:9da68a22-1162-49de-b35a-6e8c8cd9cdd22022-03-27T00:44:30ZRe-Inventing Public Education: The New Role of Knowledge in Education Policy MakingJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:9da68a22-1162-49de-b35a-6e8c8cd9cdd2EnglishSymplectic Elements at Oxford2010Grek, SOzga, JThis article focuses on the changing role of knowledge in education policy making within the knowledge society. Through an examination of key policy texts, the Scottish case of Integrated Children Services provision is used to exemplify this new trend. We discuss the ways in which knowledge is being used in order to re-configure education as part of a range of public services designed to meet individuals' needs. This, we argue, has led to a 'scientization' of education governance where it is only knowledge, closely intertwined with action (expressed as 'measures') that can reveal problems and shape solutions. The article concludes by highlighting the key role of knowledge policy and governance in orienting education policy making through a re-invention of the public role of education. |
| spellingShingle | Grek, S Ozga, J Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making |
| title | Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making |
| title_full | Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making |
| title_fullStr | Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making |
| title_full_unstemmed | Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making |
| title_short | Re-Inventing Public Education: The New Role of Knowledge in Education Policy Making |
| title_sort | re inventing public education the new role of knowledge in education policy making |
| work_keys_str_mv | AT greks reinventingpubliceducationthenewroleofknowledgeineducationpolicymaking AT ozgaj reinventingpubliceducationthenewroleofknowledgeineducationpolicymaking |