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    Translations of new public management: a decentred approach to school governance in four OECD countries

    Access Status
    Fulltext not available
    Authors
    Wilkins, A.
    Collet-Sabé, J.
    Gobby, Brad
    Hangartner, J.
    Date
    2019
    Type
    Journal Article
    
    Metadata
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    Citation
    Wilkins, A. and Collet-Sabé, J. and Gobby, B. and Hangartner, J. 2019. Translations of new public management: a decentred approach to school governance in four OECD countries. Globalisation, Societies and Education. 17 (2): pp. 147-160.
    Source Title
    Globalisation, Societies and Education
    DOI
    10.1080/14767724.2019.1588102
    ISSN
    1476-7724
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/77360
    Collection
    • Curtin Research Publications
    Abstract

    © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. Despite the prevalence of corporate and performative models of school governance within and across different education systems, there are various cases of uneven, hybrid expressions of New Public Management (NPM) that reveal the contingency of global patterns of rule. Adopting a ‘decentred approach’ to governance (Bevir, M. 2010. “Rethinking Governmentality: Towards Genealogies of Governance.” European Journal of Social Theory 13 (4): 423–441), this paper compares the development of NPM in four OECD countries: Australia, England, Spain, and Switzerland. A focus of the paper is how certain policy instruments are created and sustained within highly differentiated geo-political settings and through different multi-scalar actors and authorities yet modified to reflect established traditions and practices.

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