Deliberative educational planning : including educators’ deliberations in educational policy making.

Vongalis-Macrow, Athena 2012, Deliberative educational planning : including educators’ deliberations in educational policy making., in Education strategy in the developing world : revising the world bank's education policy, Emerald Group Publishing, Bingley, England, pp.229-247.

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Title Deliberative educational planning : including educators’ deliberations in educational policy making.
Author(s) Vongalis-Macrow, Athena
Title of book Education strategy in the developing world : revising the world bank's education policy
Publication date 2012
Series International perspectives on education and society; 16
Chapter number 12
Total chapters 19
Start page 229
End page 247
Total pages 19
Publisher Emerald Group Publishing
Place of Publication Bingley, England
Keyword(s) education policy
education reform
world bank
Summary The objective of this chapter is to argue a case for the need to include teachers and professional educators in the policy making and implementation processes of the World Bank's Education Sector Strategy 2020. By drawing on evidence from the Consultation Plan, the chapter investigates how communicative practices about teachers are embedded in the discourse of the plan and how these influence the rationalisation of the policy. In doing so, the chapter will examine the relationships between social actions, systems rationalisation and life world rationalisation. Much like commercial and entrepreneurial organisations focus on the voice of the customer (VOC), that is on satisfying the stakeholders and end users in their processes, in this chapter, the voice of the teacher (VOT) is highlighted. The skills and knowledge of key stakeholders need to be leveraged and engaged in order to ensure that the policy achieves its desired aims. In order to frame this argument, notions of Habermas’ communicative action theory is used to show how policy engages in systems steering. Rather than understanding education strategy and reform as a process of engaging only government and policy makers, this chapter suggests that by engaging the practitioners and listening to the practical discourse around reform, teachers can be leaders of reforms rather than obfuscated agents.
ISBN 9781780522760
9781780522777
ISSN 1479-3679
Language eng
Field of Research 130304 Educational Administration, Management and Leadership
Socio Economic Objective 930401 Management and Leadership of Schools/Institutions
HERDC Research category B1 Book chapter
Persistent URL http://hdl.handle.net/10536/DRO/DU:30049037

Document type: Book Chapter
Collection: School of Education
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Created: Thu, 25 Oct 2012, 10:43:53 EST by Athena Vongalis-macrow

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