Citation

Policy why(s): Policy rationalities and the changing logic of educational reform in post-communist Ukraine

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Abstract:

This paper provides an alternative to mainstream policy studies analysis of the mentalities underpinning the process of policy change in post-communist Ukraine. Taking its many insights from Foucault-inspired studies of education policy, the paper identifies and examines a new domain of analysis, termed in the study as policy rationalities or policy why(s). Policy rationalities are defined as structures distinct from policy discourses that enable the emergence of some discourses and constrain the emergence or reception of others. ''Conditions of possibility,'' ''background practices'' or ''epistemes'' are some other ways of thinking about the abstract - yet important for the study of policy - term of ''policy rationalities.'' Fourteen policy documents and 17 years of policy-making (1991-2008) represent textual and temporal borders of analysis. The official authorship of the documents is limited to the three state actors: the President, the Parliament, and the Cabinet of Ministers. Using deconstruction and discourse analysis methods, the paper identifies three sets of policy rationalities, including (1) nation- and state-building, (2) comparison and critique, and (3) ''catching-up'' Europeanisation. The study also traces the textual constructions of the models of individual, society, and the state as well as the definitions of education, upbringing, and educational governance in the documents under analysis. The paper makes an important contribution to the current debates in policy sociology and governmentality studies by mapping out a new terrain of inquiry, i.e., policy rationalities, as an important starting point for the analysis of educational reform and change.

Author's Keywords:

policy rationalities; policy discourses; Foucauldian discourse analysis; post-communist Ukraine
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493384_index.html
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MLA Citation:

Fimyar, Olena. "Policy why(s): Policy rationalities and the changing logic of educational reform in post-communist Ukraine" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493384_index.html>

APA Citation:

Fimyar, O. "Policy why(s): Policy rationalities and the changing logic of educational reform in post-communist Ukraine" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493384_index.html

Publication Type: Panel Paper
Abstract: This paper provides an alternative to mainstream policy studies analysis of the mentalities underpinning the process of policy change in post-communist Ukraine. Taking its many insights from Foucault-inspired studies of education policy, the paper identifies and examines a new domain of analysis, termed in the study as policy rationalities or policy why(s). Policy rationalities are defined as structures distinct from policy discourses that enable the emergence of some discourses and constrain the emergence or reception of others. ''Conditions of possibility,'' ''background practices'' or ''epistemes'' are some other ways of thinking about the abstract - yet important for the study of policy - term of ''policy rationalities.'' Fourteen policy documents and 17 years of policy-making (1991-2008) represent textual and temporal borders of analysis. The official authorship of the documents is limited to the three state actors: the President, the Parliament, and the Cabinet of Ministers. Using deconstruction and discourse analysis methods, the paper identifies three sets of policy rationalities, including (1) nation- and state-building, (2) comparison and critique, and (3) ''catching-up'' Europeanisation. The study also traces the textual constructions of the models of individual, society, and the state as well as the definitions of education, upbringing, and educational governance in the documents under analysis. The paper makes an important contribution to the current debates in policy sociology and governmentality studies by mapping out a new terrain of inquiry, i.e., policy rationalities, as an important starting point for the analysis of educational reform and change.


Similar Titles:
Global discourses, local bureaucracies: Imitating educational modernization in post-communist Ukraine, the case of 12-point grading reform

Private Actors & Market-Oriented Reforms: Education and Housing Policy in the Post-Communist Countries


 
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