Koblinger mellem økonomi og uddannelse: et rids af dansk transnational uddannelseshistorie

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Resumé

Public administration of education systems after World War Two has been characterized by the increasing involvement of various forms of evaluation and performance measurement. By taking up such a central role, the various forms have had considerable impact on school pedagogy. At the same time, education systems have more and more come to be seen as levers for economic growth and prosperity, which in turn has strengthened and expanded these practices of evaluation and performance measurement. We argue that post-war educational accountability practices have taken on a new character where quantification, in light of economic concerns, gradually have taken pride of place. Paradoxically, the emerging welfare states have been committed to democratic ideals about inclusion and equal access to education. Such ideals are naturally followed by questions about social differentiation; and in that sense, they question whether an economistic approach to education in fact challenges the democratic values and processes expressed in the very purpose of education. Using Denmark as an example, the article explores these processes and questions by looking at the development and historical roots of the Danish public-school system.
OriginalsprogDansk
BogserieEducare
Vol/bind1
Sider (fra-til)18-42
Antal sider25
ISSN1653-1868
DOI
StatusUdgivet - 14 mar. 2019

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performance measurement
education system
economics
social differentiation
education
prosperity
school system
evaluation
quantification
World War
Denmark
public administration
welfare state
economic growth
inclusion
responsibility
school
Values

Emneord

  • accountability
  • historisk analyse
  • uddannelsespolitiske udviklingstendenser
  • uddannelsessystemer
  • skole- og undervisningsområdet
  • uddannelse

Citer dette

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title = "Koblinger mellem {\o}konomi og uddannelse: et rids af dansk transnational uddannelseshistorie",
abstract = "Public administration of education systems after World War Two has been characterized by the increasing involvement of various forms of evaluation and performance measurement. By taking up such a central role, the various forms have had considerable impact on school pedagogy. At the same time, education systems have more and more come to be seen as levers for economic growth and prosperity, which in turn has strengthened and expanded these practices of evaluation and performance measurement. We argue that post-war educational accountability practices have taken on a new character where quantification, in light of economic concerns, gradually have taken pride of place. Paradoxically, the emerging welfare states have been committed to democratic ideals about inclusion and equal access to education. Such ideals are naturally followed by questions about social differentiation; and in that sense, they question whether an economistic approach to education in fact challenges the democratic values and processes expressed in the very purpose of education. Using Denmark as an example, the article explores these processes and questions by looking at the development and historical roots of the Danish public-school system.",
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Koblinger mellem økonomi og uddannelse : et rids af dansk transnational uddannelseshistorie. / Ydesen, Christian; Andreasen, Karen Egedal.

I: Educare, Bind 1, 14.03.2019, s. 18-42.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - Koblinger mellem økonomi og uddannelse

T2 - et rids af dansk transnational uddannelseshistorie

AU - Ydesen, Christian

AU - Andreasen, Karen Egedal

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N2 - Public administration of education systems after World War Two has been characterized by the increasing involvement of various forms of evaluation and performance measurement. By taking up such a central role, the various forms have had considerable impact on school pedagogy. At the same time, education systems have more and more come to be seen as levers for economic growth and prosperity, which in turn has strengthened and expanded these practices of evaluation and performance measurement. We argue that post-war educational accountability practices have taken on a new character where quantification, in light of economic concerns, gradually have taken pride of place. Paradoxically, the emerging welfare states have been committed to democratic ideals about inclusion and equal access to education. Such ideals are naturally followed by questions about social differentiation; and in that sense, they question whether an economistic approach to education in fact challenges the democratic values and processes expressed in the very purpose of education. Using Denmark as an example, the article explores these processes and questions by looking at the development and historical roots of the Danish public-school system.

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