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- Alexiadou, Nafsika
(författare)
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Equality and education policy in the European Union : an example from the case of Roma
- 2017
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Ingår i: Policy and inequality in education. - Singapore : Springer. - 9789811040375 - 9789811040399 ; , s. 111-131
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Bokkapitel (refereegranskat)abstract
- The European Union represents a transnational level of polity where education policies are constructed in parallel to those of nation states, and where equality is framed both in legal frameworks and in policies around citizenship and inclusion. This chapter focuses attention on the interplay between the legal and the policy landscapes around equality and their relation to education policy, and explores these ideas in relation to the Roma minority, and the efforts of the EU to address their experience of multiple inequalities across the continent. The process of developing an education and social policy, and the refinement of equality and anti-discrimination legislation, contribute to a reframing of equality beyond the borders of national policies, and open up new opportunities for their negotiation. The case of Roma EU policies suggests that a combination of legal and policy processes is necessary to address issues of inequalities in education. But there are political risks with the EU taking over such policy work especially when the equality definitions used are narrow in their remit, and when national governments lack the political will to implement EU policies.
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- Alexiadou, Nafsika, et al.
(författare)
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Europeanizing the National Education Space? : adjusting to the Open Method of Coordination (OMC) in the UK
- 2015
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Ingår i: International Journal of Public Administration. - : Taylor & Francis Group. - 0190-0692 .- 1532-4265. ; 38:3, s. 157-166
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Tidskriftsartikel (refereegranskat)abstract
- This article examines the reception of the education Open Method of Coordination (OMC) in the UK as an aspect of Europeanization of national administrations. It addresses relationships between political and administrative actors in the process of responding to the education OMC. We argue that despite progress with institutionalization of the education OMC at the EU level, there is limited institutionalization of the education OMC at the national level. Against the backdrop of UK skepticism about engaging with the EU integration project, the interesting finding is the administrative strategies employed for deflecting EU influence on the national education space.
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- Alexiadou, Nafsika, 1968-
(författare)
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Framing education policies and transitions of Roma students in Europe
- 2019
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Ingår i: Comparative Education. - : Routledge. - 0305-0068 .- 1360-0486. ; 55:3, s. 422-442
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to identify the contexts and conditions that allow for successful education transitions and opportunities for the Roma minority in Europe. Thus far, transnational and national policies have failed to ensure Roma inclusion and education equality, even though some progress is visible. Using a combination of policy analysis and interviews with NGO and European Union actors, University academics and Roma students, the article examines the key contexts that frame education policies and create the necessary conditions for education transitions. It identifies the problems and challenges within the contemporary EU education policy frameworks and highlights the tensions between political rhetoric and policy commitments that are visible at national, transnational, and local levels. In addition, through a focus on individual student experiences, the article captures the lived reality of Roma students who have managed their education transitions with success.
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- Alexiadou, Nafsika, et al.
(författare)
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Managing inclusion in competitive school systems : The cases of Sweden and England
- 2016
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Ingår i: Research in Comparative and International Education. - London : Sage Publications. - 1745-4999. ; 11:1, s. 13-33
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Tidskriftsartikel (refereegranskat)abstract
- The last 40 years have seen great political attention paid to issues of inclusion in education, both from international organisations and also individual nations. This flexible concept has been adopted enthusiastically in education reforms concerned with increased standardisation of teaching and learning, decentralisation of education management, reduced teacher autonomy and marketisation of school systems. This paper draws from a research project that explores inclusion as part of the education transformations in England and Sweden. These two countries have been very different in their state governance and welfare regimes, but have been following similar directions of reform in their education systems. The paper evaluates the changing policy assumptions and values in relation to inclusion in the schooling changes of the last few decades, through an analysis of policy contexts and processes, and a presentation of selected empirical material from research in the two countries. We argue that, despite the similar dominant discourses of competition and marketisation, the two education systems draw on significantly different paradigms of operationalising inclusion, with distinct outcomes regarding equality.
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- Alexiadou, Nafsika, 1968-, et al.
(författare)
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Policy change in ECE in Finland and Sweden
- 2019
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Ingår i: Early years: making it count. - : European Early Childhood Education Research Association. ; , s. 215-216
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Konferensbidrag (refereegranskat)abstract
- We analyse policy in Finland and Sweden in the post-1970s. Our research questions are: What are the key policies and goals for ECE, and the governance mechanisms in the sector? What are the policy and pedagogical ideas that define policy and change? Finland and Sweden invest substantially on ECE and developed delivery that is regulated by the state (Alila, 2013; Martin-Korpi, 2014). Expansion policies are underpinned by views on children’s' rights, equality and welfare (Vallberg-Roth, 2012). We examine 216 the changing policy ideas and institutional mechanisms for ECE provision and how these are affected by wider policy reforms. We combine two theoretical perspectives: A historical-policy approach on institutional formation (Mahoney & Thelen, 2010); and an examination of the role of ideas in the policy process (Schmidt, 2008). We view policy as dynamic, but also shaped by history, administrative traditions, and policy ideas that can instigate change of policy direction. We employ historical policy analysis. Our methods consist of documentary analysis and compilation of statistics (Alexander, 2000). Ethical consideration is given to a fair and balanced representation of policy documents and literature to avoid bias. Finland and Sweden have followed a similar trajectory of ECE policies, but with: a time-lag in implementation; a distinct approach to quasi-market provision; a different relation towards EU/OECD frameworks. We find that: surface similarities of policy discourses in different countries may hide differences in pedagogical assumptions about practice; and, an understanding of institutional contexts and values is necessary for the successful implementation of ECE reforms.
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- Alexiadou, Nafsika
(författare)
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Responding to 'crisis' : Education policy research in Europe
- 2016
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Ingår i: Research in education (Manchester). - : Sage Publications. - 0034-5237 .- 2050-4608. ; 96:1, s. 23-30
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Tidskriftsartikel (refereegranskat)abstract
- This paper discusses the significance of international and transnational developments for education policy research, with a focus on the European Union. The rise of policy projects at the EU level since 2000, has altered the relationships between the state, EU institutions and education policy, in terms of the definition of values, purposes, and mechanisms of education change, in what is often referred to as the europeanisation of education policy and governance. In a time of financial crisis and extensive population migrations to and within the European space, the paper argues for further critical research on the EU institutions and their relationship to national education systems, as well as on the social justice dimensions and implications of considering both national and EU sites of policy for addressing young and vulnerable peoples’ education and social futures.
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