The analysis of the global educational policies: A (new) research challenge for ethnography? Network, multi-sited and meta-ethnographic responses.

• Education systems worldwide have undergone significant changes in recent decades in a neo-liberal direction in relation to the management and organization of schools and teachers’ work and in terms the formulation and communication of education policies and school practices. There has been a shift from government to governance and new global private actors have also entered the education field, bringing with them new forms of governance and new ways of organising and delivering policy. Hierarchical and bureaucratic relations have been replaced by heterarchical and enterprise or market relations and there has been a move toward forms of network governance. In and through them new education actors are ‘making’ education policy, in new ways and in new places that are joined up in complex and evolving social networks and this requires require new methods and sensibilities of education research. These challenges are particularly acute with respect to education ethnography, which is the theme for this presentation and the need to explore the range of sites that are variously connected to particular communities and their innovators. Network ethnography, multi-sited ethnography and meta-ethnography are three methods, if we can use that term here, that have developed within ethnographic research to meet these challenges. The presentation describes the need for these developments and discusses examples from some ongoing research.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Market reforms

territorial stigmatisation

meta-ethnography

ethnography

education justice

equity

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