Educational policy‐making in post‐communist Ukraine as an example of emerging governmentality: discourse analysis of curriculum choice and assessment policy documents (1999–2003)

AbstractThe study draws on a relational and intersectional approach to young children’s belonging in Finnish educational settings. Belonging is conceptualized as a multilevel, dynamic, and relationally constructed phenomenon. The aim of the study is to explore how children’s belonging is shaped in the intersections between macro-, meso-, and micro-levels of young children’s education in Finland. The data consist of educational policy documents and ethnographic material generated in educational programs for children aged birth to 8 years. A situational mapping framework is used to analyze and interpret the data across and within systems levels (macro-level; meso-level; and micro-level). The findings show that the landscape in which children’s belonging is shaped and the intersections across and within the levels are characterized by the tensions between similarities and differences, majority and minorities, continuity and change, authority and agency. Language used, practices enacted, and positional power emerge as the (re)sources through which children’s (un)belonging is actively produced.

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Does discourse matter? Discourse analysis in environmental policy making

Journal of Environmental Policy & Planning ◽

10.1080/15239080500339638 ◽

2005 ◽

Vol 7 (3) ◽

pp. 161-173 ◽

Cited By ~ 146

Author(s):

Peter H. Feindt ◽

Angela Oels

Keyword(s):

Discourse Analysis ◽

Environmental Policy ◽

Policy Making

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The Office of Special Inquiries and Reports: Educational Policy‐making under Michael Sadler

History of Education ◽

10.1080/0046760790080402 ◽

1979 ◽

Vol 8 (4) ◽

pp. 275-291

Author(s):

M. J. Wilkinson

Keyword(s):

Educational Policy ◽

Policy Making

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The Public's Role in Educational Policy-Making: An International View

Education and Urban Society ◽

10.1177/001312457700900204 ◽

1977 ◽

Vol 9 (2) ◽

pp. 167-196 ◽

Cited By ~ 2

Author(s):

Fred S. Coombs ◽

Richard L. Merritt

Keyword(s):

Educational Policy ◽

Policy Making ◽

International View

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Political and corporate elites and localised educational policy-making: the case of Kingswood Academy

Corporate Elites and the Reform of Public Education ◽

10.1332/policypress/9781447326809.003.0014 ◽

2017 ◽

Author(s):

Ruth McGinity

Keyword(s):

Educational Policy ◽

Policy Making ◽

Single Case ◽

Political Elites ◽

Single Case Study ◽

The North ◽

Corporate Elites ◽

Thinking Tools ◽

Important Site

This chapter reports on data and analysis to theorise the role that both corporate and political elites played in the development and enactment of localised policy-making at Kingswood Academy; a secondary school in the North of England. The analysis offered reveals how a single case-study school provides an important site to explore the ways in which the educational policy environment provides the conditions for elites to play a significant role in the development and delivery of localised policy processes in England. Bourdieu (1986; 1992) provides the thinking tools to undertake this theoretical and intellectual work, and I deploy his conceptualisation of misrecognition as a means of interrogating how the involvement of corporate and political elites in the processes of localised policy-making reproduces the hierarchised power of particular networks, which ultimately contribute to the privatisation of educational ‘goods’ as marketised commodities.

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