An exploration of the interaction between global education policy orthodoxies and national education practices in Cambodia, illuminated through the voices of local teacher educators.

Journal article


Courtney, JM (2017). An exploration of the interaction between global education policy orthodoxies and national education practices in Cambodia, illuminated through the voices of local teacher educators. Compare: A Journal of Comparative and International Education (CCOM). 47 (6), pp. 891-907. https://doi.org/10.1080/03057925.2017.1338937
AuthorsCourtney, JM
Abstract

This is an Accepted Manuscript of an article published by Taylor & Francis in Compare: A Journal of Comparative and International Education on 04 July 2017, available online: http://www.tandfonline.com/10.1080/03057925.2017.1338937.

This research is based on a multi-disciplinary and multi-levelled analysis of evidence to present the case that education reform needs to be contextualised far more widely than is currently practised. It focuses on the voices of Cambodian local teacher trainers through interviews over a five-year period. Interview data is triangulated against academic sources, national policy documents and classroom observations. The research reveals how notions of globalisation and knowledge economy have led to education being driven by measurable outcomes resulting in simplified educational policies that have a negative impact on teacher development. By allowing the Khmer teacher trainers to articulate their opinions on a wide range of themes, the interviews provide evidence to support historical and cultural theories proposed by academics working in the social sciences in Cambodia. This approach identifies that a deeper contextual analysis should enable teacher development programmes to be more closely aligned to national contexts.

KeywordsTeacher Education; education policy; Cambodia
Year2017
JournalCompare: A Journal of Comparative and International Education (CCOM)
Journal citation47 (6), pp. 891-907
PublisherRoutledge (Taylor & Francis Group)
ISSN0305-7925
Digital Object Identifier (DOI)https://doi.org/10.1080/03057925.2017.1338937
Publication dates
Print04 Jul 2017
Publication process dates
Deposited13 Jul 2017
Accepted02 Jun 2017
Accepted author manuscript
License
File Access Level
Open
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https://openresearch.lsbu.ac.uk/item/86yvz

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Education_policy_in_Cambodia.docx
License: CC BY 4.0
File access level: Open

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