In many countries, there have been changes in the way in which education is governed, with greater fragmentation of responsibility between the state, local government, schools, individuals and the market often accompanied by a move from detailed regulation to framework legislation. Previously, these developments have been seen as part of the move from government to governance whereby the state is forced to step back and allow other interests to play a role. However, in recent years more subtle theories of governance have been developed which argue that, rather than retreating, the state is adapting to changing circumstances and finding new ways of governing. The importance of education not only in terms of creating and maintaining national identity but also for economic development suggests that this is an area from which the state will not willingly abdicate its role. This article suggests that support for the new governance theories can be found in the field of education. It argues that the growth in the attempts to control educational outputs through, for example, demands for quality controls, standardized testing, evaluations and so on and the introduction of national bodies responsible for carrying out these controls can be interpreted as a sign that the state, far from relinquishing its role, is finding other ways of controlling education. A comparative approach is adopted and these ideas are explored in relation to education systems in the Nordic and British countries. The article draws on a qualitative analysis of official policy documents, legislation and official statements concerning education in the respective countries.
SYMBOLIC CONSTRUCTION OF NATIONAL IDENTITY: A QUALITATIVE ANALYSIS OF NGO’S INSTARGAM POSTS ON NATIONAL DAYS