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Article Dans Une Revue Comparative Education Année : 2021

Re-conceptualising education policy trajectories in a globalised world: lessons from a multi-level comparison of accountability in France and Quebec

Résumé

This article aims to show the interest of using the notion of policy trajectory to compare in a long-term perspective the transformations of education policies in a context of globalisation. After discussing the scope and limitations of the main conceptions of this notion developed in the international literature – descriptive, sequential, metaphorical or based on the works of Stephen Ball –, we propose, following this last author, our own conceptualisation. Policy trajectory is thus regarded as a double shift in time and space and understood as the result of different processes of path dependency, translation and bricolage. The forms of this trajectory depend on the educational orders at work at different levels of school systems, and not only at the global level. To illustrate this approach, we draw on a research study which compared performance-based accountability policies in France and Quebec and whose main results are presented in detail in a previous book (Maroy and Pons, 2019). While this approach implies several challenges for researchers which, if not addressed, may limit the scope of the analysis, it has the merit of making the logics of comparatism evolve and of proposing a fruitful theoretical framework when studying policy implementation.
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Dates et versions

hal-04622365 , version 1 (24-06-2024)

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Christian Maroy, Xavier Pons. Re-conceptualising education policy trajectories in a globalised world: lessons from a multi-level comparison of accountability in France and Quebec. Comparative Education, 2021, 57 (4), pp.560-578. ⟨10.1080/03050068.2021.1981714⟩. ⟨hal-04622365⟩
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