Literaturnachweis - Detailanzeige
Autor/in | Komatsu, Taro |
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Titel | Institutionalist Perspectives on the Dynamics of Post-Conflict Education Reforms in Bosnia and Herzegovina |
Quelle | In: Comparative Education, 57 (2021) 4, S.519-537 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-0068 |
DOI | 10.1080/03050068.2021.1982554 |
Schlagwörter | Conflict Resolution; Educational Change; Social Change; Governance; School Community Relationship; Foreign Countries; Educational History; Parent Attitudes; Administrator Attitudes; Educational Policy; Ethnic Groups; Intergroup Relations; Lay People; Political Attitudes; Public Officials; Elementary Secondary Education; Administrative Organization; Peace; Bosnia and Herzegovina Conflict solving; Konfliktlösung; Konfliktregelung; Bildungsreform; Sozialer Wandel; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; History of education; Bildungsgeschichte; Elternverhalten; Politics of education; Ethnie; Intergruppenbeziehungen; Laie; Political attitude; Politische Einstellung; Frieden; Bosnia-Herzegovina; Bosnien-Herzegowina |
Abstract | This study aims to outline the educational reforms that have been taking place in Bosnia and Herzegovina (BiH) since the late 1990s and to explain the ideological and social dynamics shaping their implementation at the local level. The theoretical framework informing the analysis is in line with institutionalism, in particular three of its currently much-discussed variants. While sociological neo-institutionalism and historical institutionalism tend to focus on macro-level dynamics, discursive institutionalism rather focuses on actors' ideas and their interactions. Discursive institutionalism is useful in analysing the case of BiH--in particular, in discussing its system of community-based school governance because a diverse range of actors, including international agencies, national policymakers, school leaders, and community representatives, have been involved in enacting global norms and reforms. This paper then outlines how the current community-based school governance system has reached an institutional standoff wherein these diverse actors' motives, behaviours and meaning-making processes all intersect. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |