Redesigning what counts as evidence in educational policy: The Singapore model
Luke, Allan & Hogan, David J. (2006) Redesigning what counts as evidence in educational policy: The Singapore model. In Ozga, Jenny, Seddon, Terri, & Popkewitz, Thomas S. (Eds.) World Yearbook of Education 2006 - Education research and policy : steering the knowledge-based economy. Routledge, London, pp. 170-184.
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Two decades of policy critique show us that the making of state policy and the reshaping of pedagogy is both ideologically located and intellectually untidy. Yet in the context of a dominant transnational model of neoliberal educational governance - the use of critical educational research in policy making is largely unexplored. We define educational policy making as the prescriptive regulation of flows of human resources, discourse, and capital across educational systems towards normative social, economic and cultural ends (Luke, 2005). This chapter proposes a version of evidence-based educational policy formation, one not narrowly determined by standardised achievement test scores but rather one that is based on triangulated quantitative and qualitative research. We describe work underway in Singapore as a possible model, discussing the potential of nested, multilevel longitudinal research design in reconceptualising and tracking the differential construction and distribution of educational capital.
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|Item Type:||Book Chapter|
|Additional Information:||For more information about this book please refer to the publisher's website (see link) or contact the author.|
|Keywords:||education, policy, evidence, based|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000)|
|Divisions:||Current > Research Centres > Office of Education Research|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2006 Routledge|
|Deposited On:||25 Jul 2008|
|Last Modified:||29 Feb 2012 23:30|
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