Doing curriculum reform: what allows expert practitioners to mediate policy enactment in Japan?

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dc.contributor.authorBamkin, Sam
dc.date.acceptance2023-07-27
dc.date.accessioned2023-12-01T10:50:57Z
dc.date.available2023-12-01T10:50:57Z
dc.date.issued2023-11-22
dc.description.abstractThis presentation considers the role of professional (educational/pedagogic) knowledge in the enactment of policy during neoliberal times. Education policymaking in Japan, like elsewhere, is changing. Over the past twenty years, the central government has displaced the Ministry of Education as the driver of education policy, including most recently in curriculum policy. However, in Japanese curriculum reform, professional knowledge continues to inform how policy is understood and enacted on the ground, alongside the imperative for performative enactment. My recent research, based on two years’ fieldwork in and around eight schools, questionnaire survey data, textbook databases and elite interviews, shows that expert practitioners can leverage this knowledge to mediate how curriculum policy is enacted in compulsory education. This presentation re-examines these findings from a comparative perspective to consider the particular structural mechanisms in the policymaking process and education system of Japan that facilitate the operation of professional knowledge in policy enactment, and how they are changing. It further comments on the extent to which the Japanese data questions the universality of well-established theory of ‘policy work’ (e.g. Stephen Ball and colleagues, 2012) grounded in data collected in the Anglo-American contexts.
dc.funderOther external funder (please detail below)
dc.funder.otherJSPS KAKENHI
dc.identifier.citationBamkin, S. (2023) Doing curriculum reform: what allows expert practitioners to mediate policy enactment in Japan? World Education Research Association Annual Conference. 22nd Nov.
dc.identifier.urihttps://hdl.handle.net/2086/23369
dc.language.isoen
dc.peerreviewedYes
dc.projectid23K18861
dc.publisherWorld Education Research Association
dc.researchinstituteInstitute for Research in Criminology, Community, Education and Social Justice
dc.subjectExpert practitioners
dc.subjecteducation system
dc.subjectschool organisation
dc.subjectJapanese Education
dc.titleDoing curriculum reform: what allows expert practitioners to mediate policy enactment in Japan?
dc.typePresentation

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