The Spectre of Educational Policy Spreads throughout Europe. Its Presence as a Discipline in Postgraduate Education

Autor/inn/en	Jiménez Eguizábal, Alfredo; Palmero Cámara, Carmen; Luis Rico, Isabel
Titel	The Spectre of Educational Policy Spreads throughout Europe. Its Presence as a Discipline in Postgraduate Education
Quelle	In: Journal of New Approaches in Educational Research, 2 (2013) 2, S.82-87 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2254-7339
Schlagwörter	Foreign Countries; Educational Policy; Graduate Study; Postsecondary Education as a Field of Study; Ethnography; Comparative Education; Ideology; Praxis; Sustainability; Educational Innovation; Educational Practices; Intellectual Disciplines; Accreditation (Institutions); Educational Assessment; Decision Making; Doctoral Programs; Educational Change; Norms; Values; Politics of Education; Marxian Analysis; Europe + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Aufbaustudium; Graduiertenstudium; Hauptstudium; Ethnografie; Vergleichende Erziehungswissenschaft; Ideologie; Nachhaltigkeit; Instructional innovation; Bildungsinnovation; Bildungspraxis; Geisteswissenschaften; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Education; assessment; Bewertungssystem; Decision-making; Entscheidungsfindung; Doktorandenprogramm; Bildungsreform; Normwert; Wertbegriff; Educational policy; Marxism; Marxismus; Europa
Abstract	The aim of this paper is to identify and analyse the ways educational policy is understood, taught and practiced as a training discipline at postgraduate level in the European context. We have validated its epistemological solvency through a quantitative, comparative and ethnographic study of its main features as a discipline--such as ideological and valorative component, praxis-oriented discourse or sustainable and plural normative proposals--found in a stratified sample of 20 countries, 112 universities and 170 training programmes. We also discuss the innovative and formative potential of educational policy to resolve the most contested pedagogical issues and design the educational system, specifying when, how and in which conditions it is constructed as an academic discipline. Among the findings stand out the accreditation and the assessment of the specific role of the values, actors, institutions, supranational decisions and public and curricular policies that shape up educational programmes at a European level, hence contributing to the disciplinary progress of educational policy as a pedagogical, normative, axiological and plural knowledge. (As Provided).
Anmerkungen	University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01