Education Policies and the Restructuring of the Educational Profession

277 Pages·2018·3.094 MB·English

by  Romuald Normand, Min Liu, Luís Miguel Carvalho, Dalila Andrade Oliveira, Louis LeVasseur

Perspectives on Rethinking and Reforming Education
Romuald Normand · Min Liu
Luís Miguel Carvalho
Dalila Andrade Oliveira · Louis LeVasseur
Editors
Education
Policies and the
Restructuring of
the Educational
Profession
Global and Comparative Perspectives
Perspectives on Rethinking and Reforming
Education
Series editors
Zhongying Shi, Beijing Normal University, Beijing, China
Shengquan Yu, Beijing Normal University, Beijing, China
Thisbookseriesbringstogetherthelatestinsightsandworkregardingthefutureof
educationfromagroup ofhighlyregardedscholarsaround theworld.It isthefirst
collection of interpretations from around the globe and contributes to the
interdisciplinary and international discussions on possible future demands on our
educationsystem.It servesasaglobalforumfor scholarly andprofessionaldebate
on all aspects of future education. The book series proposes a total rethinking of
how the whole education process can be reformed and restructured, including the
main drivers and principles for reinventing schools in the global knowledge
economy, models for designing smart learning environments at the institutional
level,anewpedagogyandrelatedcurriculumsforthe21stcentury,thetransitionto
digital and situated learning resources, open educational resources and MOOCs,
new approaches to cognition and neuroscience as well as the disruption of
education sectors. The series provides an opportunity to publish reviews, issues of
general significance to theory development, empirical data-intensive research and
critical analysis innovationineducationalpractice. Itprovidesaglobal perspective
on the strengths and weaknesses inherent in the implementation of certain
approaches to the future of education. It not only publishes empirical studies but
also stimulates theoretical discussions and addresses practical implications. The
volumesinthisseriesareinterdisciplinaryinorientation,andprovideamultiplicity
of theoretical and practical perspectives. Each volume is dedicated to a specific
theme in education and innovation, examining areas that are at the cutting edge
of the field and are groundbreaking in nature. Written in an accessible style, this
book series will appeal to researchers, policy-makers, scholars, professionals and
practitioners working in the field of education.
More information about this series at http://www.springer.com/series/14177
Romuald Normand Min Liu
(cid:129)
í
Lu s Miguel Carvalho Dalila Andrade Oliveira
(cid:129)
Louis LeVasseur
Editors
Education Policies
and the Restructuring
of the Educational Profession
Global and Comparative Perspectives
123
Editors
RomualdNormand Dalila Andrade Oliveira
Faculty of Social Sciences Faculty of Education
University of Strasbourg Federal University of MinasGerais
Strasbourg, France BeloHorizonte, Brazil
Min Liu LouisLeVasseur
Institute of International andComparative Faculty of Educational Sciences
Education UniversitéLaval
Beijing NormalUniversity Quebec City,QC, Canada
Beijing,China
Luís Miguel Carvalho
Institute of Education
University of Lisbon
Lisbon, Portugal
ISSN 2366-1658 ISSN 2366-1666 (electronic)
Perspectives onRethinking andReforming Education
ISBN978-981-10-8278-8 ISBN978-981-10-8279-5 (eBook)
https://doi.org/10.1007/978-981-10-8279-5
JointlypublishedwithEducationalSciencePublishingHouse,Beijing,China
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Foreword
The traveling reforms of education projects centered on a logic of human capital
formationhavehadaprofoundimprintontheteacherprofessioninnumeroussites
around the world. Beginning in the early 1990s, as notions of “knowledge
economies” and “learning societies” gained purchase globally, concepts such as
newpublicmanagementandauditculturehaveservedtheusefulpurposeofnaming
and describing the altered administrative and bureaucratic landscape. In this new
order, educational professionals were thrust into a uniquely prominent position.
While the teaching profession has long been tasked with delivering the schooling
panaceawithinmodernizationandnationaldevelopmentprojects,theresponsibility
placed on teachers began to shift from producing “the good society” to producing
“the good economy.”
Asthisbookpersuasivelydocuments,thisriseintheimportanceaccordedtothe
professionalknowledge andprofessionalwork ofeducatorshasbeenaccompanied
by significant increases in the (re)regulation of teachers’ work. In our current day
and age, educators’ professional expertise is both placed on a pedestal and
pathologized. In many instances, legitimating and de-legitimating discourses are
simultaneously propelled by the same institutions, actors, and networks. The same
empowerment discourses that aim to free teachers from bureaucratic restraints
perceived as interfering with “quality teaching” also bring their own tyranny of
regulative restrictions.
The new regulatory pressures that circulate in globally mobile ideas emphasize
accountability, learning outcomes, and quality assurance. These technical mecha-
nisms (re)regulate teachers work through concepts like autonomy, creativity, and
self-responsibility—allofwhichcutdeeplyintoteachersubjectivitiesandidentities.
Teacher performance has become an increasingly common organizing concept
worldwide. And, as data and quality measurements shift toward greater individu-
alization,notonlydonewcriteriaforpromotionandrewardbegintocirculate,but
we also see a reconfiguring of professional collegiality and a reworking of the
school as a social institution.
v
vi Foreword
Againstglobe-flatteninguniversalizingnarrativesaboutteaching,andincontrast
toassumptionsabout theeasytranslocalportabilityofprofessional knowledge,the
chaptersinthisbookcarefullydocument thereconfigurations thatoccur withinthe
contexts of specific national settings, institutional frameworks, and bureaucratic
traditions. This volume also shows us that teachers do not interact with globally
mobilenewprofessionalisminamerelyreactiveandrenegotiatingways.Thereare
importantcaseswheregloballycirculatingdiscoursesprovidewelcomeopportunity
for education professionals to access authority for the exercise skills and expertise
outside of the local bureaucratic structures within which they normally work. This
is a useful reminder that globalization processes and phenomena can involve
“reaching-in”andalso“reaching-out.”Aglobal-in-the-localanalyticframinghelps
us to understand the ways power circulates in and through teachers’ professional
skills and knowledge, as they are embodied and enacted.
Now,a quarter-century removedfrom the earliest stages ofthese administrative
and bureaucratic transformations, it makes less and less sense to refer to these
patterns as “new” public management. Nor, can we ignore what has continued to
change over this period. Information communication technology has enabled ever
more sophisticated techniques of evaluation. The currency of data-based and
evidence-based practices hasnotably increased invalue and popularity. Among its
majorcontributions,thisbookbringstheserecenttransformationsintosharpfocus.
The contoursof efficiency,quality,and performance have notremained stable,but
instead continue to be shaped and reshaped at both global and local levels
worldwide.
Aseducationalprofessionalscontinuetotransformintoknowledgeworkers—as
well as resist and redirect that transformation—we need renewed attention to
evolving political regimes and emerging techniques and mechanisms that inform
the professional practice, knowledge, and position of educators. This book is a
tremendous accomplishment that will help researchers, policymakers, and teachers
move in this direction.
Chicago, USA Noah W. Sobe
Professor of Cultural and Educational
Policy Studies
Loyola University Chicago
Noah W. Sobe is Professor of Cultural and Educational Policy Studies at Loyola
UniversityChicagowherehealsodirectstheCenterforComparativeEducation.He
isahistorianofeducationwhostudiestheglobalcirculationofeducationalpolicies
andpracticeswithaparticularinterestinthewaysthatschoolsfunctionascontested
sitesofculturalproductionforthemakingupofpeoples,societies,andworlds.His
recent researches include work on education in post-socialist contexts, affect and
emotion in education, and educational merit and meritocracy. He is President
(2017–18) of the US-based Comparative and International Education Society
(CIES) and also serves on the Executive Committee of the International Standing
Conference on the History of Education (ISCHE).
Contents
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Luís Miguel Carvalho and Romuald Normand
2 Soft Infusion: Constructing ‘Teachers’ in the PISA Sphere . . . . . . 13
Christina Elde Mølstad, Daniel Pettersson and Tine S. Prøitz
3 Politics of Professionalization of Teaching: Contemporanean
Development and Variations of Uses. . . . . . . . . . . . . . . . . . . . . . . . 27
Régis Malet
4 School Inspectors in Europe: Towards a New Public
Professionalism? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Xavier Pons
5 Changes in School Governance and the Reshaping of Head
Teachers’ Roles and Identities in Portugal . . . . . . . . . . . . . . . . . . . 57
Sofia Viseu and Luís Miguel Carvalho
6 Education Policies, the Teaching Profession and Teacher
Training in Germany—The Ever-Evolving 16-Piece Mosaic. . . . . . 71
Pierre Tulowitzki, Michael Krüger and Marvin Roller
7 Policies for Teacher Training and Work in Argentina
from the Turn of the Century. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Myriam Feldfeber
8 Between Evidence-Based Education and Professional Judgment,
What Future for Teachers and Their Knowledge? . . . . . . . . . . . . . 105
Vincent Dupriez and Branka Cattonar
9 New Public Management and Its Effects in the Teaching
Profession: Recent Trends in Spain and Catalonia . . . . . . . . . . . . . 119
Antoni Verger and Marcel Pagès
vii
viii Contents
10 Comparison and Benchmarking as Key Elements in Governing
Processes in Norwegian Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Guri Skedsmo
11 Restructuring the Educational Profession in Denmark . . . . . . . . . . 159
Annette Rasmussen and Palle Rasmussen
12 APostsocialistPerspectiveonAuditCulture:ChangingPractices
and Subjectivities of School Teachers in a Russian Region. . . . . . . 173
Galina Gurova and Nelli Piattoeva
13 Neo-Liberal Managerialism and Professionalization in U.S.
Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Rick Mintrop
14 The Teaching Profession in the Context of New Public
Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Dalila Andrade Oliveira
15 Leadership and New Public Management: The Forgotten
Professional Dimension of School Organizations. . . . . . . . . . . . . . . 221
Romuald Normand
16 Overcoming Fragmented Professionalism? Accountability
for Improvement in Teacher Preparation in Italy. . . . . . . . . . . . . . 235
Monica E. Mincu
17 Work Regulations and Teacher Subjectivity in a Context
of Standardization and Accountability Policies in Chile . . . . . . . . . 245
Jenny Assaél and Rodrigo Cornejo
18 Neoliberalism and New Public Action in Education in Québec:
Changes in Primary School Culture and Teacher Identities? . . . . . 259
Louis LeVasseur and Mélanie Bédard
Editors and Contributors
About the Editors
Romuald Normand is Professor of Sociology at the University of Strasbourg,
Faculty of Social Sciences, France. (Research Unit SAGE: Societies, Actors and
Government of Europe). He works on comparative education policies and politics,
Europeanization and lifelong learning, higher education and research. He is
Convenorofthenetwork28“Sociologies ofEuropeanEducation”attheEuropean
Educational Research Association. He is Member of the editorial board of the
British Journal of Sociology of Education and Co-Editor of the Routledge series
“Studies in European Education,” 2014, with Martin Lawn; Shaping of European
education. Interdisciplinary Approaches, London: Routledge, 2016, with
Jean-Louis Derouet; A European Politics of Education. Perspectives from
Sociology,PolicyStudiesandPolitics.Routledge,2016;TheEpistemicGovernance
of European Education. Towards Homo Academicus Europeanus?, Dordrecht,
Springer.
Min Liu is Associate Professor at the Institute of International and Comparative
Education, Beijing Normal University and Director of Chinese-French Center for
Innovation in Education of BNU. Her researches focus on education in France,
educational governance and policies, international comparative policies in educa-
tion. She has published around 30 papers about French higher education, high
school reforms in France, governance of French universities in academic journals
and one book about French university’s reforms and some translation works. She
has participated in many research projects for MOE, NSFFC, such as “modern-
ization of institutions of universities: a comparative research.”
Luís Miguel Carvalho is Professor of Education at the University of Lisbon,
Institute of Education, where he works on the Educational Policy and
Administration research and teaching area. He is the author of several studies and
publications on educational policies, schools as organizations, and educational
knowledge. His recent researches focus on international comparative assessments,
ix