This article aims to broaden understanding of the intersection of political power and educational policy. Researchers in various fields have analyzed how a state determines its educational policy, which typically follows a value- and principle
The Determination of Educational Policy
Shas, Politics, and Religion
A French Educational Meritocracy in Independent Morocco?
War II. 20 For example, the “Young Moroccans” movement of the 1930s challenged the restrictive colonial educational policies in the name of Moroccan development. 21 Between World War II and independence, France implemented policies of development and
Gender Policy in Australian Schools
A Missed Opportunity?
This paper describes the rise of boys’ education as a substantial social and educational issue in Australia in the 1990s, mapping the changes in Australian discourses on boys’ education in this period. Ideas and authors informed by the men’s movement entered the discourses about boys’ education, contributing to a wave of teacher experimentation and new ways of thinking about gender policies in schools. The author suggests that there is currently a policy impasse, and proposes a new multi-disciplinary approach bringing together academic, practitioner, policy, and public discourses on boys’ education.
Português Língua não Materna and Linguistic Misrecognition in Portugal's Schools
, they did note that other languages were used in their family environment (54). Such findings matter to the ways educational policy names and categorises as well as responds to multilingualism in education. Although multilingualism has been part of the
A Complex Approach to Identity Construction among Children of the Indigenous Peoples of the North, Siberia, and the Far East of the Russian Federation
Alena Vasilievna Ivanova
Krivoshapkin (2012) mentions in the previous quote—language is a vehicle for cultural expression. Therefore, it is the revival and preservation of culture that should be among key tasks of cultural and educational policy, and to implement the latter
How Movements Are Mediated
The Case of the Hungarian Student Network in 2012–2013
Bálint Takács, Sára Bigazzi, Ferenc Arató, and Sára Serdült
online “handbook” published by the movement. The movement’s policy demands and politico-philosophical ideals about how to act politically were both clearly present in their proclamations. Furthermore, HaHa’s concrete educational policy objectives can be
The Government’s Educational Reforms: Blunted Arrows, Wrong Targets?
In 2005, the educational policies promoted by the center-right, and in
particular by the minister of education, universities, and research, Letizia
Moratti, saw several significant developments. No doubt they will be the
Where Do We Go From Here?
Jennifer Lucko and Alicia Re Cruz
This issue provides striking examples of how current educational policies and practices play a fundamental role in processes that constitute immigrant and ethnic minority children as ‘others’. This collective compendium not only interweaves theory and practice but also initiates a trans-Atlantic conversation about intercultural education embracing ethnographic cases from North America (Texas), South America (Bolivia) and Europe (Spain). These conversations lead towards an interesting exercise of similarities and differences in how interculturality is used and understood in the classroom, based on the local fluid composition of ideological, ethnic, political and economic factors.
Local Language Education in Southern Siberia
The Republics of Tyva and Altai
Joan F. Chevalier
This interdisciplinary study presents an overview of local and federal policies affecting language education in southern Siberia in the Republic of Altai and the Republic of Tyva. In the 1990s, as part of a broader effort to revitalize local languages, educational policies were adopted that aimed to strengthen local language education. Since 2005, in part due to federal education reforms, priorities in language education have shifted. Grassroots support for strengthening local language education has faded with the introduction of federally mandated high stakes testing. The comparison of policies in these two regions highlights the negative effects of federal education reforms on local language education.
The End of Empire Colonial Heritage and the Politics of Memory in Britain
Taking as its starting point the current debate over the significance of history in the National Curriculum for England, this article examines the place of the country's colonial past in its national culture of memory. In the context of debates about educational policy and the politics of memory concerning Britain's colonial heritage, the author focuses on the transmission and interpretation of this heritage via school history textbooks, which play a key role in the politics of memory. This medium offers insight into transformations of the country's colonial experience that have taken place since the end of the British Empire. School textbooks do not create and establish these transformations in isolation from other arenas of discourse about the culture of memory by reinventing the nation. Instead, they reflect, as part of the national culture of memory, the uncertainties and insecurities emerging from the end of empire and the decolonization of the British nation's historical narrative.