Navigating hybrid global policy contexts : a phenomenological study of market-oriented education policy enactments among administrators of international education programs
department or school: Education, Faculty of
department or school: Educational Studies (EDST), Department of
data provider: DSpace
degree campus: UBCV
creator: Cover, Dwayne
issued: 2020-08-31T17:05:58Z
issued: 2020
related degree: Doctor of Philosophy - PhD
degree grantor: University of British Columbia
description: Market-oriented education policies (MOEPs) are becoming increasingly prevalent in public education contexts around the world. However, there is a paucity of study on how public education administrators experience and understand MOEPs enacted within these spaces. In this thesis, I examine how administrators experience and navigate increasingly competitive environments and evolving political economies in school districts contexts. I focus on the cultural, political, economic, and administrative contingencies faced by administrators of International Education (IE) programs in the Canadian province of British Columbia (B.C.). These programs, which have proliferated over the past two decades, are viewed as revenue-generating activities that do not seem to fit well within public school districts. In this study I take a policy sociology approach employing the Policy Enactment Analytic from the work of Stephen Ball, Meg Maguire, and Annette Braun to analyze how policies play out in specific educational contexts. I also draw upon Ballâs work, which positions education policy as dynamic and malleable, keyed by individual policy actors operating within complex networks, and Susan Robertsonâs research on globalization and education policy. I utilize phenomenology to explore administratorsâ experiences with MOEPs. Data is collected through interviews with five administrators from B.C. school districts and independent schools. Administrators identify the emergence of âhybrid policy spacesâ in MOEP enactment that opens district policy jurisdictions to market forces from international and global scales. These spaces reveal how the dynamics associated with competing priorities and pressures ultimately reconfigures and reshapes administratorsâ roles and professional identities within public education settings. These dynamics also have cultural implications, which were somewhat unexpected. For instance, âinterculturalizationâ was a prominent thread weaving through the administratorsâ …
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/75759
note: NAVIGATING HYBRID GLOBAL POLICY CONTEXTS: A PHENOMENOLOGICAL STUDY OF MARKET-ORIENTED EDUCATION POLICY ENACTMENTS AMONG ADMINISTRATORS OF INTERNATIONAL EDUCATION PROGRAMS by Dwayne Cover M.A., University of Victoria, 2006 B.A., University of Victoria, 1997 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in The Faculty of Graduate and Postdoctoral Studies (Educational Studies) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2020 © Dwayne Cover, 2020 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the dissertation entitled: Navigating Hybrid Global Policy Contexts: A Phenomenological Study of Market-Oriented Education Policy Enactments Among Administrators of International Education Programs submitted by Dwayne Cover in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Educational Studies) in The Faculty of Graduate and Postgraduate Studies Examining Committee: André Mazawi, Professor, Educational Studies, University of British Columbia Supervisor Gerald Fallon, Associate Professor, Educational Studies, University of British Columbia Supervisory Committee Member E. Wayne Ross, Professor, Curriculum and Pedagogy, University of British Columbia Supervisory Committee Member Allison Taylor, Professor, Educational Studies, University of British Columbia University Examiner Guofang Li, Professor, Language and Literacy Education, University of British Columbia University Examiner iii Abstract Market-oriented education policies (MOEPs) are becoming increasingly prevalent in public education contexts around the world. However, there is a paucity of study on how public education administrators experience and understand MOEPs enacted within these spaces. In this thesis, I examine how administrators experience and navigate increasingly competitive environments and evolving political economies in scho…
has type: Thesis/Dissertation
date issued: 2020-11
is shown at: 10.14288/1.0394109
language: eng
degree discipline: Educational Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/75759