Culture, context and the quality of education: evidence from a small-scale extended case study in England and Denmark

EM McNess

Research output: Contribution to journalArticle (Academic Journal)peer-review

Abstract

Much recent education policy-making around the world has focused on a restructuring of the role of the classroom teacher in a bid to increase the 'quality' of the educational experience and raise pupil attainment. However, the definition of quality, as expressed through policy, may not always accord with the aims and aspirations of individual teachers who work within a specific cultural context. The rhetoric and intent expressed in policy texts may even have the potential to restrict the quality of what teachers do. This paper draws on some of the findings from a small-scale comparative study of teachers' work in England and Denmark which used an extended case study approach, set in a socio-cultural framework, to examine the relationship of policy trends to teacher values and professional practice. Evidence from the study is used to discuss the issue of 'quality', highlighting contextually specific variations which impact on the implementation of national policy at the local level. Through a discussion of the study's methodology, attention is also drawn to the need for a more contextually sensitive approach to the creation and evaluation of policy which, while recognising universal concerns, also pays heed to local priorities and teacher values.
Translated title of the contributionCulture, context and the quality of education: evidence from a small-scale extended case study in England and Denmark
Original languageEnglish
Pages (from-to)315 - 327
Number of pages13
JournalCompare: A Journal of Comparative and International Education
Volume34 (3)
DOIs
Publication statusPublished - Sep 2004

Bibliographical note

Publisher: Routledge

Fingerprint Dive into the research topics of 'Culture, context and the quality of education: evidence from a small-scale extended case study in England and Denmark'. Together they form a unique fingerprint.

Cite this