Stepping back into line: Scottish education policy discourse and global trends

Research output: Contribution to conferencePaper

Abstract

Aims
This paper reports on an analysis of recent developments in Scottish education policy, aiming to trace any alignment with current global education policy trends.
Methods
The research uses critical discourse analysis (Foucault, 2002; Jäger & Meier, 2009) to probe a selection of Scottish education policy texts i the light of current trends i global education (Rizvi & Lingard, 2010; Sahlberg, 2016). In particular, the textual data set is analysed for evidence of the influence of neoliberalism, new public management, total quality management, human capital theory, and GERM (the global education reform movement).
Main findings
Gillies (2013) suggested that Scottish education's policy stances on testing, the role of local authorities, and on tuition fees, then represented by default a rejection of international trends in education. This paper suggests that recent changes, however, such as the National Improvement Framework, represent a significant shift in policy discourse which amounts to realignment with current global trends (around GERM, for example). Current educational debate in Scotland rarely focuses on these strategic issues - some philosophical, some political - but instead concentrates on operational concerns and on performance data. This would suggest considerable, if implicit, political consensus around this significant re-positioning.
Conclusions
This paper argues that these changes have been introduced on an ad hoc basis, often in response to crisis political narratives (around SSLN and PISA, for example) and that there is an absence of a guiding, principled political position in relation to the framing of Scottish education within current ideological debate.
Original languageEnglish
Publication statusPublished - 22 Nov 2017
EventScottish Educational Research Association Annual Conference : Educational Futures in a Changing Landscape: Bridging Boundaries or "Mind the Gap"? - University of the West of Scotland, Ayr, United Kingdom
Duration: 22 Nov 201724 Nov 2017
http://www.sera.ac.uk/conference/

Conference

ConferenceScottish Educational Research Association Annual Conference
Abbreviated titleSERA Conference 2017
CountryUnited Kingdom
CityAyr
Period22/11/1724/11/17
Internet address

Fingerprint

discourse
trend
education
reform movement
tuition fee
political crisis
New Public Management
quality assurance
neoliberalism
discourse analysis
human capital
narrative
performance
evidence

Keywords

  • discourse
  • globalisation
  • policy
  • GERM

Cite this

Gillies, D. (2017). Stepping back into line: Scottish education policy discourse and global trends. Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom.
Gillies, Donald. / Stepping back into line : Scottish education policy discourse and global trends. Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom.
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abstract = "AimsThis paper reports on an analysis of recent developments in Scottish education policy, aiming to trace any alignment with current global education policy trends.MethodsThe research uses critical discourse analysis (Foucault, 2002; J{\"a}ger & Meier, 2009) to probe a selection of Scottish education policy texts i the light of current trends i global education (Rizvi & Lingard, 2010; Sahlberg, 2016). In particular, the textual data set is analysed for evidence of the influence of neoliberalism, new public management, total quality management, human capital theory, and GERM (the global education reform movement).Main findingsGillies (2013) suggested that Scottish education's policy stances on testing, the role of local authorities, and on tuition fees, then represented by default a rejection of international trends in education. This paper suggests that recent changes, however, such as the National Improvement Framework, represent a significant shift in policy discourse which amounts to realignment with current global trends (around GERM, for example). Current educational debate in Scotland rarely focuses on these strategic issues - some philosophical, some political - but instead concentrates on operational concerns and on performance data. This would suggest considerable, if implicit, political consensus around this significant re-positioning.ConclusionsThis paper argues that these changes have been introduced on an ad hoc basis, often in response to crisis political narratives (around SSLN and PISA, for example) and that there is an absence of a guiding, principled political position in relation to the framing of Scottish education within current ideological debate.",
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Gillies, D 2017, 'Stepping back into line: Scottish education policy discourse and global trends' Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom, 22/11/17 - 24/11/17, .

Stepping back into line : Scottish education policy discourse and global trends. / Gillies, Donald.

2017. Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom.

Research output: Contribution to conferencePaper

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T1 - Stepping back into line

T2 - Scottish education policy discourse and global trends

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N2 - AimsThis paper reports on an analysis of recent developments in Scottish education policy, aiming to trace any alignment with current global education policy trends.MethodsThe research uses critical discourse analysis (Foucault, 2002; Jäger & Meier, 2009) to probe a selection of Scottish education policy texts i the light of current trends i global education (Rizvi & Lingard, 2010; Sahlberg, 2016). In particular, the textual data set is analysed for evidence of the influence of neoliberalism, new public management, total quality management, human capital theory, and GERM (the global education reform movement).Main findingsGillies (2013) suggested that Scottish education's policy stances on testing, the role of local authorities, and on tuition fees, then represented by default a rejection of international trends in education. This paper suggests that recent changes, however, such as the National Improvement Framework, represent a significant shift in policy discourse which amounts to realignment with current global trends (around GERM, for example). Current educational debate in Scotland rarely focuses on these strategic issues - some philosophical, some political - but instead concentrates on operational concerns and on performance data. This would suggest considerable, if implicit, political consensus around this significant re-positioning.ConclusionsThis paper argues that these changes have been introduced on an ad hoc basis, often in response to crisis political narratives (around SSLN and PISA, for example) and that there is an absence of a guiding, principled political position in relation to the framing of Scottish education within current ideological debate.

AB - AimsThis paper reports on an analysis of recent developments in Scottish education policy, aiming to trace any alignment with current global education policy trends.MethodsThe research uses critical discourse analysis (Foucault, 2002; Jäger & Meier, 2009) to probe a selection of Scottish education policy texts i the light of current trends i global education (Rizvi & Lingard, 2010; Sahlberg, 2016). In particular, the textual data set is analysed for evidence of the influence of neoliberalism, new public management, total quality management, human capital theory, and GERM (the global education reform movement).Main findingsGillies (2013) suggested that Scottish education's policy stances on testing, the role of local authorities, and on tuition fees, then represented by default a rejection of international trends in education. This paper suggests that recent changes, however, such as the National Improvement Framework, represent a significant shift in policy discourse which amounts to realignment with current global trends (around GERM, for example). Current educational debate in Scotland rarely focuses on these strategic issues - some philosophical, some political - but instead concentrates on operational concerns and on performance data. This would suggest considerable, if implicit, political consensus around this significant re-positioning.ConclusionsThis paper argues that these changes have been introduced on an ad hoc basis, often in response to crisis political narratives (around SSLN and PISA, for example) and that there is an absence of a guiding, principled political position in relation to the framing of Scottish education within current ideological debate.

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Gillies D. Stepping back into line: Scottish education policy discourse and global trends. 2017. Paper presented at Scottish Educational Research Association Annual Conference , Ayr, United Kingdom.