This article examines the spread of new public management (NPM) across European education systems as it has traversed national boundaries. While recognising the transnational dimensions of the spread of NPM, the authors offer new insights into the importance of national contexts in mediating this development in educational settings by focusing upon NPM within three European countries (England, Italy and Norway). We reveal its recontextualisation in these sites and the interplay between NPM, and local and national conditions. This analysis is underpinned by a theoretical framework that seeks to capture the relationship between education and the state and to reveal tensions produced by NPM both as a shaping force and an entity shaped by local conditions in these contexts. The article concludes by focusing upon the complexities and specificities of NPM recontextualisation in the three countries as a basis for a reflection upon possible future policy trajectories.
Educational reform and modernisation in Europe: The role of national contexts in mediating the new public management / Hall, David; Grimaldi, Emiliano; Gunter, Helen M; Møller, Jorunn; Serpieri, Roberto; Skedsmo, Guri. - In: EUROPEAN EDUCATIONAL RESEARCH JOURNAL. - ISSN 1474-9041. - 14:6(2015), pp. 487-507. [10.1177/1474904115615357]
Educational reform and modernisation in Europe: The role of national contexts in mediating the new public management
GRIMALDI, EMILIANO;SERPIERI, ROBERTO;
2015
Abstract
This article examines the spread of new public management (NPM) across European education systems as it has traversed national boundaries. While recognising the transnational dimensions of the spread of NPM, the authors offer new insights into the importance of national contexts in mediating this development in educational settings by focusing upon NPM within three European countries (England, Italy and Norway). We reveal its recontextualisation in these sites and the interplay between NPM, and local and national conditions. This analysis is underpinned by a theoretical framework that seeks to capture the relationship between education and the state and to reveal tensions produced by NPM both as a shaping force and an entity shaped by local conditions in these contexts. The article concludes by focusing upon the complexities and specificities of NPM recontextualisation in the three countries as a basis for a reflection upon possible future policy trajectories.File | Dimensione | Formato | |
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Hall et al 2015 Educational reform and the modernisation of Europe EERJ.pdf
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