Duality of educational policy as global and local: the case of the gender equity agenda in national principles and state actions
- Authors
- Ham, Seung-Hwan; Paine, Lynn W.; Cha, Yun-Kyung
- Issue Date
- Mar-2011
- Publisher
- SPRINGER
- Keywords
- Educational policy; Structural duality of policy; Loose coupling; Global-local dynamics; Educational gender equity
- Citation
- ASIA PACIFIC EDUCATION REVIEW, v.12, no.1, pp.105 - 115
- Indexed
- SSCI
SCOPUS
KCI
- Journal Title
- ASIA PACIFIC EDUCATION REVIEW
- Volume
- 12
- Number
- 1
- Start Page
- 105
- End Page
- 115
- URI
- https://scholarworks.bwise.kr/hanyang/handle/2021.sw.hanyang/168926
- DOI
- 10.1007/s12564-010-9128-7
- ISSN
- 1598-1037
- Abstract
- This study provides cross-national empirical evidence that substantiates the dialectic relationship between global and local contexts with regard to educational gender equity both as a national principle and as a priority for state action. Cross-national data on educational gender equity policies across 160 countries were gathered from comprehensive datasets compiled by the International Bureau of Education of UNESCO. A series of descriptive and multivariate analyses of the data suggest that a nation-state's adoption of a formal educational principle regarding gender equity issues is largely influenced by global epistemic models of education, whereas state actions for educational gender equity are contingent upon a range of concrete socioeconomic conditions. Educational gender equity policy appears to be an illustrative case that exemplifies the structural duality of educational policy through which nation-states successfully incorporate and display elements that conform to world models of education and yet preserve considerable autonomy of state action.
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