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Conceptualizing education policy in democratic societies

Perry, L.B. (2009) Conceptualizing education policy in democratic societies. Educational Policy, 23 (3). pp. 423-450.

Link to Published Version: http://dx.doi.org/10.1177/0895904807310032
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Abstract

Although theorists and policy makers agree that schooling should be democratic, what this exactly means often varies. This article establishes a conceptual model for analyzing education policy in democratic societies, based on the key concepts of equality, diversity, participation, choice, and cohesion. The model facilitates the design, evaluation, comparison, and analysis of education policy in democratic societies. It also facilitates analysis of the interrelationship of the five concepts and the ways in which they both complement and conflict with each other. By providing an integrated view of the five democratic values, the model can help policy makers and analysts balance competing demands on education policy. Finally, the model improves understanding of the ways in which educational systems continually adjust to changing theory and economic, political, and social forces, and therefore, it has the potential to help explain and predict educational change.

Publication Type: Journal Article
Murdoch Affiliation: School of Education
Publisher: SAGE Publications
Copyright: 2009 Corwin Press
URI: http://researchrepository.murdoch.edu.au/id/eprint/7273
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