Anna Beck
My research explores the processes by which educational policy comes to be and the role of local, global and institutional actors in policy translation. I take a Critical Policy Analysis approach, and draw on Actor-Network Theory (ANT) and democratic theories of network governance. I am particularly interested in the role of global actors in the formation of wider public policy agendas in Scotland.
Areas of interest include: educational politics, public policy-making, policy networks, teacher education reform, professional learning, and teacher research.
Contact: [email protected]
Twitter @anna_d_beck
Supervisors: Professor Ian Menter (Advisor) (University of Oxford), Professor James Conroy (University of Glasgow), and Professor Graham Donaldson (University of Glasgow)
Areas of interest include: educational politics, public policy-making, policy networks, teacher education reform, professional learning, and teacher research.
Contact: [email protected]
Twitter @anna_d_beck
Supervisors: Professor Ian Menter (Advisor) (University of Oxford), Professor James Conroy (University of Glasgow), and Professor Graham Donaldson (University of Glasgow)
less
InterestsView All (7)
Uploads
Papers by Anna Beck
Book Chapters by Anna Beck
Conference Presentations by Anna Beck
This particular policy agenda has surfaced in Scotland in the form of ‘Teaching Scotland’s Future’ (TSF; Donaldson, 2011), a set of policy recommendations, which are currently being ‘implemented’. Through a process of vernacular globalization, local actors ‘institutionalise’ global policy trends and integrate them into pre-existing cultural structures (Menter & Hulme, 2011). This paper will consider the role that the Scottish ‘myth’ has played in the ‘re-contextualisation’ of this particular policy agenda.
In this paper, ‘myths’ are defined as translations of history, or ‘stories’, which work to construct a particular way of perceiving the nation. They have functional properties that modern society depends on, and are central to the formation and maintenance of a ‘national identity’ (Miller, 1997).
The overall approach of this research is Critical Policy Analysis, and elements of Actor-Network Theory (Fenwick & Edwards, 2010) have been drawn on in order to conceptualise the role of the ‘myth’, and the overall policy process. Data used within this research consists of twenty-five semi-structured interviews conducted with policy-makers and practitioners, and document analysis of policy documents, minutes of meetings, draft reports, press releases and social media.
This paper argues that the ‘Scottish myth’ plays a crucial role in shaping not only the content and focus of TSF, but also the processes by which it has been formulated and implemented. It also raises a number of concerns about the capacity of the Scottish education system to achieve systemic and meaningful change, when such a powerful actor is in operation.
Donaldson, G. (2011). Teaching Scotland’s Future: Report of a Review of teacher Education in Scotland.Edinburgh: Scottish Government.
Fenwick, T., & Edwards, R. (2010). Actor-Network Theory in Education. Oxon: Routledge.
Menter, I., & Hulme, M. (2011). Teacher education reform in Scotland: national and global influences. Journal of Education for Teaching, 37, 387-397.
Miller, D. (1995). On nationality. Oxford: Clarendon Press.
This particular policy agenda has surfaced in Scotland in the form of ‘Teaching Scotland’s Future’ (TSF; Donaldson, 2011), a set of policy recommendations, which are currently being ‘implemented’. Through a process of vernacular globalization, local actors ‘institutionalise’ global policy trends and integrate them into pre-existing cultural structures (Menter & Hulme, 2011). This paper will consider the role that the Scottish ‘myth’ has played in the ‘re-contextualisation’ of this particular policy agenda.
In this paper, ‘myths’ are defined as translations of history, or ‘stories’, which work to construct a particular way of perceiving the nation. They have functional properties that modern society depends on, and are central to the formation and maintenance of a ‘national identity’ (Miller, 1997).
The overall approach of this research is Critical Policy Analysis, and elements of Actor-Network Theory (Fenwick & Edwards, 2010) have been drawn on in order to conceptualise the role of the ‘myth’, and the overall policy process. Data used within this research consists of twenty-five semi-structured interviews conducted with policy-makers and practitioners, and document analysis of policy documents, minutes of meetings, draft reports, press releases and social media.
This paper argues that the ‘Scottish myth’ plays a crucial role in shaping not only the content and focus of TSF, but also the processes by which it has been formulated and implemented. It also raises a number of concerns about the capacity of the Scottish education system to achieve systemic and meaningful change, when such a powerful actor is in operation.
Donaldson, G. (2011). Teaching Scotland’s Future: Report of a Review of teacher Education in Scotland.Edinburgh: Scottish Government.
Fenwick, T., & Edwards, R. (2010). Actor-Network Theory in Education. Oxon: Routledge.
Menter, I., & Hulme, M. (2011). Teacher education reform in Scotland: national and global influences. Journal of Education for Teaching, 37, 387-397.
Miller, D. (1995). On nationality. Oxford: Clarendon Press.