Suchergebnisse

AbstractPerformance management reforms are a popular way to try to create responsive and improving government. These types of reforms have become commonplace in education policy and the Journal of Public Administration Research and Theory (JPART) has been one of the leading venues for research on these topics. However, under-analyzed are the ways in which performance management policies represent antipolitical bent to education reform. We outline an argument that avoiding political decisionmaking in favor of reforms that create authoritative or purportedly neutral data risks undertaking policy change are not as meaningful as hoped. We select eight articles that represent research on performance management broadly and are thought provoking for a broader consideration of performance management in education policy.

Statement prepared by the Board of Education in Chattanooga, Tennessee to clarify their purpose for seeking an appeal in the United States District Court decision to desegregate public schools.

Statement prepared by the Board of Education in Chattanooga, Tennessee to clarify their purpose for seeking an appeal in the United States District Court decision to desegregate public schools.

AbstractDo women in politics contribute to gender parity in education? This study seeks to provide an empirical answer to this question by examining whether women in politics (women parliamentarians) contribute to closing the gender inequality in education using a global sample of 191 countries from 1990 to 2020. We deployed the two‐stage least square (IV‐TSLS) technique and gender quota as an instrument to isolate the exogenous effect of women in politics on gender parity in primary, secondary and tertiary education. The findings from the IV‐TSLS estimators show that an increase in the number of female parliamentarians is associated with a significant increase in gender parity at all levels of education. These results survived several robustness checks, including using different estimators such as the Lewbel two‐stage least squares and the Kinky least‐squares estimators. Based on the quota type, we documented that women in politics significantly spur gender parity in education in countries with reserved seat quotas and not in countries with candidate quotas. We also found that the results differ across different geographical regions and income groups. The findings call on policy‐makers to address societal, legal and structural barriers limiting women's political participation to achieve gender parity at all levels of education.

In this article I reflect, against the background of the recent special issue of this journal titled: "Law as humanities discipline: Transformative potential and political limits", on the notion of radical intellectual equality within the context of South African legal education and culture. I suggest that this notion, postulated by Jacques Rancière's reflections on pedagogy, can foster notions of criticalness and critical thinking and provide new ways of thinking about legal education in an effort to disrupt and actively question the continuous legacy of legal formalism and scientism. A different way of staging legal education, along the lines of invention and thought from within universal teaching, might be able to reveal transformative and emancipatory possibilities. I call for a radical redistribution of South African approaches to legal education.

Neoliberalism and its key concepts -- The Arabian oil-rich Gulf countries today -- Islam, neoliberalism and education in the GCC region -- Researching neoliberal language education orientations in the Arabian Gulf countries -- Neoliberalism and English education policy in Saudi Arabia -- Neoliberalism and English language education policy in the UAE -- The architecture of a neoliberalEenglish education policy in Qatar -- Neoliberal English language education policy in Oman -- Neoliberalism and the English language education policy in the "new Kuwait" -- Neoliberalism and the English education policy agenda in Bahrain today -- A comparative investigation of English education and neoliberal education policies across the Arabian Gulf countries -- The future of English education in the Arabian Gulf countries