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Silent and explicit borrowing of international policy discourses: the case of the Swedish teacher education reforms of 2001 and 2011
Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Pedagogik. Uppsala universitet.ORCID-id: 0000-0003-3699-8610
Stockholms universitet.
2014 (engelsk)Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, nr 4, s. 445-460, artikkel-id 23417Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The article presents different models of comparative education by discussing the government committee reports (SOU) which prepared the Swedish teacher education reforms of 2001 and 2011. These serve as examples for different kinds of policy borrowing from an international Bologna process discourse in national government document. The article facilitates Waldow (2009) term of “silent borrowing”. The reform of 2001 shows distinct references to international discourses without making this explicit. The reform of 2011 is then an example for explicit borrowing. The related government committee report refers very obvious to the Bologna process. However, this is seen as strategy in order to mark its distinction to its predecessor reform. Our cases are assumed to show how socio-historical and political contexts condition national discourses’ resources of legitimation.

sted, utgiver, år, opplag, sider
CoAction Publishing, 2014. Vol. 5, nr 4, s. 445-460, artikkel-id 23417
Emneord [en]
teacher education, comparative education, policy borrowing and lending, educational reform
HSV kategori
Identifikatorer
URN: urn:nbn:se:hig:diva-18540DOI: 10.3402/edui.v5.23417OAI: oai:DiVA.org:hig-18540DiVA, id: diva2:771544
Tilgjengelig fra: 2014-12-14 Laget: 2014-12-14 Sist oppdatert: 2018-03-13bibliografisk kontrollert

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