Abstract
The term ‘governance’ is one of the most widely applied concepts in education policy and research. Yet its meaning has changed over space and time both analytically and normatively. This history is a complicated one marked by both shifts and continuations in the politics of language and the development of unique intellectual histories and conceptual and empirical turns in the field of education. In this paper we systematically delineate the different meanings ascribed to governance within education with a focus on its polyvalence as a political project, empirical object and research analytic. Specifically, we highlight the various complementarities and tensions flowing from this rich and evolving language. We conclude by calling for more education researchers to reflect on this complicated history and attendant language as part of their framings and interpretations of governance.
Original language | English |
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Pages (from-to) | 349-365 |
Number of pages | 17 |
Journal | Journal of Education Policy |
Volume | 39 |
Issue number | 3 |
Early online date | 19 Feb 2024 |
DOIs | |
Publication status | E-pub ahead of print - 19 Feb 2024 |
Keywords
- Governance
- education
- epistemology
- policy
- politics
- research
ASJC Scopus subject areas
- Education