Comparative education, the 'New Paradigm' and policy borrowing: Constructing knowledge for educational reform

Euan Douglas AULD, Paul MORRIS

Research output: Contribution to journalArticle

42 Citations (Scopus)

Abstract

Education reform in England is increasingly portrayed as a quest to create 'world class' schools through the transfer of features of 'high performing' school systems. The demand for evidence to support policy borrowing has been serviced by an influential intermediary network, which uses international data banks to compare education systems, and to identify and promote evidence of 'what works'. The approach to comparisons has been portrayed as a 'New Paradigm' by its advocates, and whilst the network has been extensively critiqued, this has largely focused on its deviation from the norms of academic comparative education. This article explores how the 'New Paradigm' operates, identifying its inherent features and the strategies used to overcome the methodological issues associated with policy borrowing. This is pursued through an analysis of the rationale; assumptions; underlying ideology; methodology; omissions and silences; dealing with critics; and language and presentation of four of its influential publications. Copyright © 2013 Taylor & Francis.
Original languageEnglish
Pages (from-to)129-155
JournalComparative Education
Volume50
Issue number2
Early online dateAug 2013
DOIs
Publication statusPublished - 2014

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comparative education
educational reform
paradigm
data bank
school class
school system
education system
evidence
critic
ideology
reform
demand
methodology
language
education

Citation

Auld, E., & Morris, P. (2014). Comparative education, the 'New Paradigm' and policy borrowing: Constructing knowledge for educational reform. Comparative Education, 50(2), 129-155. doi: 10.1080/03050068.2013.826497