Discourses, Decisions, Designs: "Special" Education Policy-Making in New South Wales, Scotland, Finland and Malaysia

Autor/inn/en	Chong, Pei Wen; Graham, Linda J.
Titel	Discourses, Decisions, Designs: "Special" Education Policy-Making in New South Wales, Scotland, Finland and Malaysia
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 4, S.598-615 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2016.1262244
Schlagwörter	Special Education; Educational Policy; Outcomes of Education; Selective Admission; Equal Education; Neoliberalism; Cross Cultural Studies; Comparative Education; Foreign Countries; Competition; Accountability; Excellence in Education; Social Systems; Inclusion; Case Studies; Discourse Analysis; Policy Analysis; Semi Structured Interviews; Elementary Secondary Education; Finland; United Kingdom (Scotland); Australia; Malaysia + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Lernleistung; Schulerfolg; Bildungsselektion; Neo-liberalism; Neoliberalismus; Cultural comparison; Kulturvergleich; Vergleichende Erziehungswissenschaft; Ausland; Wettkampf; Verantwortung; Lernerfolg; Social system; Soziales System; Inklusion; Case study; Fallstudie; Case Study; Diskursanalyse; Politikfeldanalyse; Finnland; Australien
Abstract	This comparative analysis investigates the influence of neo-liberal and inclusive discourses in "special" education policy-making in New South Wales, Scotland, Finland and Malaysia. The centrality of competition, selectivity and accountability in the discourses used in New South Wales and Malaysia suggests a system preference for neo-liberal solutions to education policy problems. The focus on excellence with equity, together with proactive approaches to student support in Scotland and Finland, however, is representative of a more interventionist government approach grounded in social democracy. It is argued that an inclusive approach is conducive to the achievement of both excellence and equity in students' learning outcomes, whereas countries that have pursued market-driven models involving competition for places in selective institutions tend to have poorer educational outcomes and wider levels of inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01