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Global Knowledge-based Policy in Fragmented Societies: the case of curriculum reform in French-speaking Belgium

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Mangez, Eric [UCL]

Recently, however, globalisation has led to changes in this long-standing state of affairs: elites are now seeking more knowledge about systems and joint regulation is on the rise. In the education sector, several policy issues, including curriculum issues, have been subject to new joint regulation. In the second part of the article, we take curriculum reform as a case study to investigate these changes. Although all school networks from both pillars are now obliged to follow common guidelines (influenced by globalisation), they are still responsible for transposing them to their individual curriculum programmes. Lexico-statistical analysis reveals that when they transpose these common guidelines to their own curricula, each network reasserts its own values and cultural references (including its own view of the role of knowledge).

Document type Article de périodique (Journal article) – Article de recherche
Access type Accès libre
Publication date 2010
Language Anglais
Journal information "European Journal of Education : research, development and policies" - Vol. 45, no. 1, p. 60-73 (2010)
Peer reviewed yes
Publisher Wiley-blackwell Publishing, Inc (Malden)
issn 0141-8211
e-issn 1465-3435
Publication status Publié
Affiliation UCL - SSH/IACS - Institute of Analysis of Change in Contemporary and Historical Societies
Keywords knowledge ; curriculum ; consociation ; globalization ; education policy
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Bibliographic reference Mangez, Eric. Global Knowledge-based Policy in Fragmented Societies: the case of curriculum reform in French-speaking Belgium. In: European Journal of Education : research, development and policies, Vol. 45, no. 1, p. 60-73 (2010)
Permanent URL http://hdl.handle.net/2078.1/34490