Education governance in macro-meso-micro level (Part 2): Participation of policy actors

Year: 2016

Author: Chan, Philip Wing Keung

Type of paper: Abstract refereed

Abstract:
The ‘governance turn’ in education policy sociology (Ozga, 2009, p. 158) sees the state as a network of relations, which organize practices of governing through schooling, its networks of actors and discursive strategies. In this way, education is a means of governing socio-economic development development by forming, regulating and discipling the identities of workers and citizens (Popkewitz, 1996). However, education is also a location for network governance, where state and non-state actors negotiate resource transactions that have effects in steering education as a governing instrument. This heterarchical governance represents “a new modality of state power, agency and social action and indeed a new form of state” (Ball, 2008, p. 748).This paper explores the education governance issues in Greater China, which covers Mainland China, Hong Kong (former colony of Great Britain), Macau (former colony of Portugal) and Taiwan. It reports some challenging cases of education governance in this region, for example, implementing national curriculum and Improving Territory-wide System Assessment in Hong Kong; Reforming High education in Macau; Shifting ownership of railway state-owned enterprise school in China by negotiating between policy actors, Applying decentralizing of education in Taiwan. This paper argued the education governance in this region has been shifted to the new type, which involves stakeholders in the education policy marking.

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