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Understanding quality and equity of schooling in Scotland : locating educational traditions globally

Lingard, Bob and Rawolle, Shaun 2009, Understanding quality and equity of schooling in Scotland : locating educational traditions globally, Education in the north : the journal of Scottish education, vol. 1, no. 17, pp. 1-17.

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Title Understanding quality and equity of schooling in Scotland : locating educational traditions globally
Author(s) Lingard, Bob
Rawolle, ShaunORCID iD for Rawolle, Shaun orcid.org/0000-0002-7514-0660
Journal name Education in the north : the journal of Scottish education
Volume number 1
Issue number 17
Start page 1
End page 17
Total pages 17
Publisher University of Aberdeen
Place of publication Aberdeen, Scotland
Publication date 2009
ISSN 0424-5512
Summary This paper provides a descriptive analysis of the OECD’s (2007) national report on Scottish education, Quality and equity of schooling in Scotland, while also briefly considering the Scottish government’s Diagnostic Report, prepared for the review. The national report is situated against Scottish traditions of schooling, particularly the view that access to academic curricula for all is a democratic and egalitarian approach, and also set against the changing role of the OECD. On the latter, the paper argues that the OECD, in the context of globalisation, has become more of a policy actor in its own right, in addition to its more traditional think-tank function. The OECD is a now significant transnational policy actor in education, contributing to the emergent global education policy field. The overarching argument proffered is that debates provoked by the OECD’s report, for example the David Raffe/Richard Teese exchange in the Scottish Educational Review, 40(1), 2008, stem from tensions between the new supranational expression of political and policy authority as articulated in the OECD’s report and that located more traditionally within the nation. The academic curricula for all, the Scottish tradition, is challenged by the OECD report, which supports more diverse curricula provision, including more vocational education in schools, particularly at the post-compulsory phase. We note, drawing on theoretical and empirical insights of Bourdieu, that the success of the former demands pedagogies which scaffold for those students not possessing the requisite cultural capitals for success with academic curricula, while the latter demands a strategic effort to ensure parity of esteem between different curricular provisions.
Language eng
Field of Research 160809 Sociology of Education
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2009, Education in the north
Persistent URL http://hdl.handle.net/10536/DRO/DU:30025010

Document type: Journal Article
Collections: School of Education
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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.