Editor-in-Chief
Silvio Scanagatta
Barbara Segatto

Executive Committee
Ursula Apitzsch, Jean-Louis Derouet, Luisa Ribolzi, Alison Taysum, Carlos Alberto Torres, Catherine Yan Wang

International Scientific Board

Management Staff
Managing editor
Anna Dal Ben

Book review editor
Maddalena Colombo

KEEP INFORMED

 

For Italian Law
Iscrizione n.2165 - 13.02.2009 - Registro Stampa Tribunale di Padova

Direttore Responsabile: Giulia Golo

What counts as meaningful and worthwhile educational policy analysis?

TitleWhat counts as meaningful and worthwhile educational policy analysis?
Publication TypeJournal Article
Year of Publication2012
AuthorsTaysum A, Iqbal M
Secondary TitleITALIAN JOURNAL OF SOCIOLOGY OF EDUCATION
Volume4
Issue1
Pagination11-28
Date Published02/2012
PublisherPadova University Press
Place PublishedPadova, IT
ISSN Number2035-4983
Keywordscritical qualitative analyses, globalization and agency, policy research for policy learning, social historiographies
Abstract

The paper considers what counts as meaningful and worthwhile education policy analysis. We propose that qualitative analyses of the social historiographies of nation states’ educational policies are important because mapping the complex histories of each nation state addresses the questions of ‘how’ and ‘why’ these education policies developed as they did. This moves beyond the ‘what’ questions that quantitative analyses address. We suggest that using qualitative policy analyses reveals the extent to which education policy as text and discourse facilitates community engagement and participation, the management of economic transitions and economic growth within sustainable ethical frameworks, and tolerance for cultural diversity. Disseminating such policy learning is important so that nation states might learn from each other and develop global competences. Reading nation states’ education policy through Hodgson and Spours (2006) policy analysis framework may reveal particular eras in education systems and processes. Further such researches may illuminate commonalities and differences in nation states’ education policy as text and discourse. We argue such policy analyses are required to make a new contribution to knowledge with a sharp focus on policy learning to improve approaches to and engagement with education policy, agency and globalization.

URLhttp://ijse.padovauniversitypress.it/2012/1/2
DOI10.14658/pupj-ijse-2012-1-2
Paper: