Links between economics and education: et rids af dansk transnational uddannelseshistorie

Research output: Contribution to journalJournal articleResearchpeer-review

5 Downloads (Pure)

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.
Translated title of the contributionLinks between economics and education
Original languageDanish
Book seriesEducare
Volume1
Pages (from-to)18-42
Number of pages25
ISSN1653-1868
DOIs
Publication statusPublished - 14 Mar 2019

Fingerprint

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

Keywords

    Cite this

    @article{e333db52c96a4ef795153132c8d11e32,
    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.",
    keywords = "accountability, historisk analyse, uddannelsespolitiske udviklingstendenser, uddannelsessystemer, skole- og undervisningsomr{\aa}det, uddannelse",
    author = "Christian Ydesen and Andreasen, {Karen Egedal}",
    year = "2019",
    month = "3",
    day = "14",
    doi = "10.24834/educare.2019.1.2",
    language = "Dansk",
    volume = "1",
    pages = "18--42",
    journal = "Educare",
    issn = "1653-1868",
    publisher = "Lärarutbildningen, Malmö högskola",

    }

    Koblinger mellem økonomi og uddannelse : et rids af dansk transnational uddannelseshistorie. / Ydesen, Christian; Andreasen, Karen Egedal.

    In: Educare, Vol. 1, 14.03.2019, p. 18-42.

    Research output: Contribution to journalJournal articleResearchpeer-review

    TY - JOUR

    T1 - Koblinger mellem økonomi og uddannelse

    T2 - et rids af dansk transnational uddannelseshistorie

    AU - Ydesen, Christian

    AU - Andreasen, Karen Egedal

    PY - 2019/3/14

    Y1 - 2019/3/14

    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.

    AB - 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.

    KW - accountability

    KW - historisk analyse

    KW - uddannelsespolitiske udviklingstendenser

    KW - uddannelsessystemer

    KW - skole- og undervisningsområdet

    KW - uddannelse

    U2 - 10.24834/educare.2019.1.2

    DO - 10.24834/educare.2019.1.2

    M3 - Tidsskriftartikel

    VL - 1

    SP - 18

    EP - 42

    JO - Educare

    JF - Educare

    SN - 1653-1868

    ER -