Curriculum reform in Ontario: 'common sense' policy processes and democratic possibilities
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Toronto [Ont.]
University of Toronto Press
c2012
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Includes bibliographical references (p. [219]-239) and index Preface -- The ideal of critical-democrative policy production -- The politics of 'Common Sense' policy production -- Restructuring education -- Hidden privatization in the institutional culture: policy actors, of 'Hired Guns'? -- Policy writers, power and politicization: were the books already cooked -- Citizen (dis)engagements in selection and consultations -- Perceived policy outcomes and their absence of democracy -- An exploration of possibilities: Porto Alegre, Brazil as an analytic foil contrasting Ontario -- Conclusion -- Appendix A: policy actor profiles -- Appendix B: understanding and participating in curriculum change -- Appendix C: ministry of education organization chart, 1999 -- Appendix D: policy formulation timeline "This first full account of curriculum policy formulation in 1990s Ontario helps readers understand the real-life experiences of policymakers both within the province and internationally. Having worked as a policy analyst for the Government of Ontario, a public school teacher, and a university professor, author Laura Elizabeth Pinto is uniquely positioned to tackle the key issues of policy formulation: the politics and tensions among different policy actors; the relationships between democracy in education and in policy formation; and the hidden role of privatization. Based on interviews with key policy actors, including ministry bureaucrats, curriculum policy writers, stakeholder consultation participants, and political staffers, Curriculum Reform in Ontario provides a critique of conventional policy formulation processes. Pinto also suggests possibilities for more participatory approaches to policy formulation that can better support the critical role played by schools in creating democratic societies."--Publisher's website |
| Beschreibung: | 1 Online-Ressource (xviii, 248 p.) |
| ISBN: | 1442661550 9781442661554 |
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| 500 | |a Includes bibliographical references (p. [219]-239) and index | ||
| 500 | |a Preface -- The ideal of critical-democrative policy production -- The politics of 'Common Sense' policy production -- Restructuring education -- Hidden privatization in the institutional culture: policy actors, of 'Hired Guns'? -- Policy writers, power and politicization: were the books already cooked -- Citizen (dis)engagements in selection and consultations -- Perceived policy outcomes and their absence of democracy -- An exploration of possibilities: Porto Alegre, Brazil as an analytic foil contrasting Ontario -- Conclusion -- Appendix A: policy actor profiles -- Appendix B: understanding and participating in curriculum change -- Appendix C: ministry of education organization chart, 1999 -- Appendix D: policy formulation timeline | ||
| 500 | |a "This first full account of curriculum policy formulation in 1990s Ontario helps readers understand the real-life experiences of policymakers both within the province and internationally. Having worked as a policy analyst for the Government of Ontario, a public school teacher, and a university professor, author Laura Elizabeth Pinto is uniquely positioned to tackle the key issues of policy formulation: the politics and tensions among different policy actors; the relationships between democracy in education and in policy formation; and the hidden role of privatization. Based on interviews with key policy actors, including ministry bureaucrats, curriculum policy writers, stakeholder consultation participants, and political staffers, Curriculum Reform in Ontario provides a critique of conventional policy formulation processes. Pinto also suggests possibilities for more participatory approaches to policy formulation that can better support the critical role played by schools in creating democratic societies."--Publisher's website | ||
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| 650 | 7 | |a EDUCATION / Secondary |2 bisacsh | |
| 650 | 7 | |a Curriculum change |2 fast | |
| 650 | 7 | |a Curriculum planning |2 fast | |
| 650 | 7 | |a Education and state |2 fast | |
| 650 | 7 | |a Education, Secondary / Curricula / Planning |2 fast | |
| 650 | 4 | |a Education, Secondary |x Curricula |z Ontario |x Planning |v Case studies | |
| 650 | 4 | |a Curriculum planning |z Ontario |v Case studies | |
| 650 | 4 | |a Education and state |z Ontario |v Case studies | |
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Datensatz im Suchindex
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| author | Pinto, Laura Elizabeth |
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| dewey-full | 373.1909713 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 373 - Secondary education |
| dewey-raw | 373.1909713 |
| dewey-search | 373.1909713 |
| dewey-sort | 3373.1909713 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
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| spelling | Pinto, Laura Elizabeth Verfasser aut Curriculum reform in Ontario 'common sense' policy processes and democratic possibilities Laura Elizabeth Pinto Toronto [Ont.] University of Toronto Press c2012 1 Online-Ressource (xviii, 248 p.) txt rdacontent c rdamedia cr rdacarrier Includes bibliographical references (p. [219]-239) and index Preface -- The ideal of critical-democrative policy production -- The politics of 'Common Sense' policy production -- Restructuring education -- Hidden privatization in the institutional culture: policy actors, of 'Hired Guns'? -- Policy writers, power and politicization: were the books already cooked -- Citizen (dis)engagements in selection and consultations -- Perceived policy outcomes and their absence of democracy -- An exploration of possibilities: Porto Alegre, Brazil as an analytic foil contrasting Ontario -- Conclusion -- Appendix A: policy actor profiles -- Appendix B: understanding and participating in curriculum change -- Appendix C: ministry of education organization chart, 1999 -- Appendix D: policy formulation timeline "This first full account of curriculum policy formulation in 1990s Ontario helps readers understand the real-life experiences of policymakers both within the province and internationally. Having worked as a policy analyst for the Government of Ontario, a public school teacher, and a university professor, author Laura Elizabeth Pinto is uniquely positioned to tackle the key issues of policy formulation: the politics and tensions among different policy actors; the relationships between democracy in education and in policy formation; and the hidden role of privatization. Based on interviews with key policy actors, including ministry bureaucrats, curriculum policy writers, stakeholder consultation participants, and political staffers, Curriculum Reform in Ontario provides a critique of conventional policy formulation processes. Pinto also suggests possibilities for more participatory approaches to policy formulation that can better support the critical role played by schools in creating democratic societies."--Publisher's website EDUCATION / Educational Policy & Reform / General bisacsh EDUCATION / Secondary bisacsh Curriculum change fast Curriculum planning fast Education and state fast Education, Secondary / Curricula / Planning fast Education, Secondary Curricula Ontario Planning Case studies Curriculum planning Ontario Case studies Education and state Ontario Case studies Curriculum change Ontario (DE-588)4522595-3 Fallstudiensammlung gnd-content http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=682910 Aggregator Volltext |
| spellingShingle | Pinto, Laura Elizabeth Curriculum reform in Ontario 'common sense' policy processes and democratic possibilities EDUCATION / Educational Policy & Reform / General bisacsh EDUCATION / Secondary bisacsh Curriculum change fast Curriculum planning fast Education and state fast Education, Secondary / Curricula / Planning fast Education, Secondary Curricula Ontario Planning Case studies Curriculum planning Ontario Case studies Education and state Ontario Case studies Curriculum change Ontario |
| subject_GND | (DE-588)4522595-3 |
| title | Curriculum reform in Ontario 'common sense' policy processes and democratic possibilities |
| title_auth | Curriculum reform in Ontario 'common sense' policy processes and democratic possibilities |
| title_exact_search | Curriculum reform in Ontario 'common sense' policy processes and democratic possibilities |
| title_full | Curriculum reform in Ontario 'common sense' policy processes and democratic possibilities Laura Elizabeth Pinto |
| title_fullStr | Curriculum reform in Ontario 'common sense' policy processes and democratic possibilities Laura Elizabeth Pinto |
| title_full_unstemmed | Curriculum reform in Ontario 'common sense' policy processes and democratic possibilities Laura Elizabeth Pinto |
| title_short | Curriculum reform in Ontario |
| title_sort | curriculum reform in ontario common sense policy processes and democratic possibilities |
| title_sub | 'common sense' policy processes and democratic possibilities |
| topic | EDUCATION / Educational Policy & Reform / General bisacsh EDUCATION / Secondary bisacsh Curriculum change fast Curriculum planning fast Education and state fast Education, Secondary / Curricula / Planning fast Education, Secondary Curricula Ontario Planning Case studies Curriculum planning Ontario Case studies Education and state Ontario Case studies Curriculum change Ontario |
| topic_facet | EDUCATION / Educational Policy & Reform / General EDUCATION / Secondary Curriculum change Curriculum planning Education and state Education, Secondary / Curricula / Planning Education, Secondary Curricula Ontario Planning Case studies Curriculum planning Ontario Case studies Education and state Ontario Case studies Curriculum change Ontario Fallstudiensammlung |
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| work_keys_str_mv | AT pintolauraelizabeth curriculumreforminontariocommonsensepolicyprocessesanddemocraticpossibilities |