Publikation: Do they matter in education politics? : The influence of political parties and teacher unions on school governance reforms in Spain
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Datum
2019
Autor:innen
Christ, Claudia
Herausgeber:innen
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Journal of Education Policy. Routledge, Taylor & Francis. 2019, 34(1), pp. 61-82. ISSN 0268-0939. eISSN 1464-5106. Available under: doi: 10.1080/02680939.2017.1406153
Zusammenfassung
This article focusses on the evolution of the school governance model in Spain since the 1980s. In Spain and elsewhere in Europe, the state’s monopoly over education has softened and new forms of educational governance have emerged. This has resulted in the decentralization of decision-making authority to individual schools, municipalities, and regions and a significant increase in school autonomy. We explore from a political science perspective how partisan preferences and teachers unions have decisively shaped the reform trajectory. We show that leftist and center-right governments and different teachers’ unions have promoted different versions of school autonomy in line with their ideological rationales, resulting in a reconfiguration of the school governance model with each change in government.
Zusammenfassung in einer weiteren Sprache
Fachgebiet (DDC)
320 Politik
Schlagwörter
Governance, education, school autonomy, partisan politics, teachers unions, Spain
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DOBBINS, Michael, Claudia CHRIST, 2019. Do they matter in education politics? : The influence of political parties and teacher unions on school governance reforms in Spain. In: Journal of Education Policy. Routledge, Taylor & Francis. 2019, 34(1), pp. 61-82. ISSN 0268-0939. eISSN 1464-5106. Available under: doi: 10.1080/02680939.2017.1406153BibTex
@article{Dobbins2019-01-02matte-49796,
year={2019},
doi={10.1080/02680939.2017.1406153},
title={Do they matter in education politics? : The influence of political parties and teacher unions on school governance reforms in Spain},
number={1},
volume={34},
issn={0268-0939},
journal={Journal of Education Policy},
pages={61--82},
author={Dobbins, Michael and Christ, Claudia}
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<dcterms:abstract xml:lang="eng">This article focusses on the evolution of the school governance model in Spain since the 1980s. In Spain and elsewhere in Europe, the state’s monopoly over education has softened and new forms of educational governance have emerged. This has resulted in the decentralization of decision-making authority to individual schools, municipalities, and regions and a significant increase in school autonomy. We explore from a political science perspective how partisan preferences and teachers unions have decisively shaped the reform trajectory. We show that leftist and center-right governments and different teachers’ unions have promoted different versions of school autonomy in line with their ideological rationales, resulting in a reconfiguration of the school governance model with each change in government.</dcterms:abstract>
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