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Thinking contexts in Southern Europe education policy analysis

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Thinking contexts in Southern Europe education policy analysis

dc.contributor.author	Pons, Xavier	es
dc.date.accessioned	2023-10-25T10:29:24Z
dc.date.available	2023-10-25T10:29:24Z
dc.date.issued	2022	es
dc.identifier.uri	https://hdl.handle.net/10550/90574
dc.description.abstract	This article presents the very first findings of a scoping literature review on how scholars who work on French, Italian and Portuguese education policies consider and possibly conceptualise policy contexts in their analysis. Going through 175 articles published either in English or in French, it shows that the authors in the publications studied tend to contextualise little the analysis of education policies and that when they do so, there are no specific contextualisation operations for authors working on Southern European countries. Nevertheless, the presence of different analytical sensitivities from one country to another, as well as the still numerous limitations of our method, which is still in progress, suggest that the construction of a specific problematisation space remains possible, particularly around the logics of vernacularisation of global policy statements and requirements.	es
dc.source	Pons, X. (2022). Thinking contexts in Southern Europe education policy analysis: towards a literature review. En Revista de Sociología de la Educación-RASE (Vol. 15, Issue 1, p. 25). Universitat de Valencia. https://doi.org/10.7203/rase.15.1.22161	es
dc.subject	sociology	es
dc.subject	education	es
dc.subject	political science	es
dc.subject	Education policy	es
dc.subject	context	es
dc.subject	Southern Europe	es
dc.subject	literature review	es
dc.subject	sociology	es
dc.subject	vernacularisation	es
dc.title	Thinking contexts in Southern Europe education policy analysis	es
dc.type	journal article	es_ES
dc.subject.unesco	UNESCO:SOCIOLOGÍA	es
dc.identifier.doi	10.7203/RASE.15.1.22161	es
dc.type.hasVersion	VoR	es_ES