Dynamics in Education Politics and the Finnish PISA Miracle

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dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, University of Tampere en
dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, Department of Education en
dc.contributor University of Helsinki, Åbo Akademi University en
dc.contributor.author Simola, Hannu
dc.contributor.author Kauko, Jaakko
dc.contributor.author Varjo, Janne
dc.contributor.author Kalalahti, Mira
dc.contributor.author Sahlström, Fritjof
dc.contributor.editor Noblit, George W.
dc.date.accessioned 2020-01-29T12:00:02Z
dc.date.available 2020-01-29T12:00:02Z
dc.date.issued 2017-05
dc.identifier.citation Simola , H , Kauko , J , Varjo , J , Kalalahti , M & Sahlström , F 2017 , Dynamics in Education Politics and the Finnish PISA Miracle . in G W Noblit (ed.) , Oxford Research Encyclopedias: Education . Oxford University Press , Oxford . https://doi.org/10.1093/acrefore/9780190264093.013.16 en
dc.identifier.isbn 9780190264093
dc.identifier.other PURE: 88941270
dc.identifier.other PURE UUID: bb3507af-5324-42a8-985b-fc73f948a54a
dc.identifier.other ORCID: /0000-0003-2528-4241/work/39200776
dc.identifier.other ORCID: /0000-0003-1254-9351/work/39204851
dc.identifier.uri http://hdl.handle.net/10138/310581
dc.description.abstract With its focus on relational dynamics the Comparative Analytics of Dynamics in Education Politics (CADEP) will seriously take up the challenge of unravelling the complexity, contingency and trans-nationality that characterise educational systems of late-modern societies. Applying the theoretical concept of dynamics we aim to resuscitate a specific social field of education to scrutiny through the analysis of relations between the main actors and institutions, and the essential discursive formations and practices along the dimensions of time (historical continuation), space (local, national, regional and global) and level (micro/actors, meso/institutions and macro/structures). The main idea is that the fluidity and movement of a specific policy field of basic education are relative, but reflect the intertwinement of the dynamics from at least four focal perspectives: education policy-making, education governance, family educational strategies and classroom cultures. We present some results on each perspective drawing on the Finnish case. en
dc.language.iso eng
dc.publisher Oxford University Press
dc.relation.ispartof Oxford Research Encyclopedias: Education
dc.relation.uri http://education.oxfordre.com/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-16?rskey=pVGWSO&result=1
dc.rights en
dc.subject 516 Educational sciences en
dc.title Dynamics in Education Politics and the Finnish PISA Miracle en
dc.type Chapter
dc.identifier.doi https://doi.org/10.1093/acrefore/9780190264093.013.16
dc.type.uri info:eu-repo/semantics/other
dc.contributor.pbl
dc.contributor.pbl

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