Participation of various actors and conflicts of knowledge within public action for school autonomy and management

In Portugal, the knowledge mobilized and registered in the discussions over school autonomy and management is at the origin of one of the main conflicts amongst the various actors of public-policy making. This is the result of a lack of common grounds between the existing “supply” in the academic world of education sciences, as part of the educational administration area, and the “demand” by the personnel of the Ministry of Education for “useful” knowledge to guide the policy-making... Read more ...


Governing Autonomy: from Curricular Policies to Quality Assurance and Student Assessments

This is the executive summary of our research report. The Report focuses on how measurement and evaluation gradually became important issues on the Hungarian educational policy agenda. It summarizes the findings of the research conducted between September 2007 and July 2009. Read more ...


Conflicting knowledge forms in the field of Special Education Policy in Hungary

Some of the conflicts are epistemic controversies that occur both within and between disciplines. Read more ...


Governmental knowledge vs. oppositional knowledge

In this way, the boundaries of the knowledge mobilized by one party constitute the potential horizon of knowledge mobilized by the opposing one. In this case, the unwillingness or ignorance of the majority party to adopt scientific recommendations of integration experts, to secure financing and appropriate equipment (i.e. economic aspects) for the schools and to acknowledge statistical data depicting a severe selectiveness of the Bavarian school system defines exactly the knowledge areas... Read more ...


Institutional immunization against knowledge

The heterogeneity of interests reported to us by CSU-politicians, and the consequent maintaining of the existing educational possibilities in Bavaria with only the added option of integrative schooling, could be conveniently combined in the CSU´s decision-making process with the second crucial knowledge element we identified: the present institutional situation, as we already mentioned above. It is evident that a system of separated schools for healthy children on the one hand and all kinds... Read more ...


Knowledge inconsistencies

Our first findings show the principal differences between scientific knowledge production and its political usage. We see a reciprocal discontent between the scientific advisors or experts and the advised politicians: both of them blame the other side with not having enough knowledge to make scientific advising more effective. Read more ...


Experts or instruments?

Post-bureaucratic governance develops a multiplicity of knowledge-based instruments, which contrast and sometimes conflict with the traditional authority of experts. It also complicates the problem of governance, as each instrument fosters a certain way of seeing the world and of organizing relationships among public officials, citizens and professional and other groups.


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