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Danish – and Nordic – School Policy: Its Anglo-American Connections and Influences

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Since the 1990s, Danish schools and education policy has been increasingly influenced by Anglo-American understandings of how to improve school and education. This was due to an interplay of influences: (1) postwar US economic and cultural dominance; (2) Anglo-American led transnational collaboration in Europe that gradually institutionalized into the OECD, the EU, the Bologna Process, and the IEA; (3) the hegemony of Anglo-American norms migrated from the realms of economics and geopolitics to school and education collaborations. This chapter explores five particularly influential themes of Anglo-American influence: (1)Human capital and rational choice theory impacted Danish schools and education policy as ‘knowledge economy’ and ‘competition state’ discourse raised the stakes. (2)The school effectiveness and improvement movement developed the ideas of ‘knowledge that works’ and school reform, which gained dominance in transnational policy collaborations. (3)The ‘evidence’ movement transformed policy conceptions of what works. (4)New Zealand and Ontario school reform policy impacted Danish schools due to their ‘softer’ low-stakes accountability approaches. English school policy chose a high-stakes accountability approach in education, which was influential in mediating ‘new public management’ and market-like approaches in education to Denmark. (5)The policies of the United States were agenda-setting for schools and education policy within the Anglo-American networks.
OriginalsprogEngelsk
TitelWhat Works in Nordic School Policies? : Mapping Approaches to Evidence, Social Technologies and Transnational Influences
RedaktørerJohn Benedicto Krejsler, Lejf Moos
UdgivelsesstedCham
ForlagSpringer
Udgivelsesår2021
Sider129-151
Kapitel7
ISBN (trykt)978-3-030-66628-6
ISBN (Elektronisk)978-3-030-66629-3
DOI
StatusUdgivet - 2021
SerietitelEducational Governance Research
Nummer2365-9548
Vol/bind15
ISSN2365-9548

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