Toward a postbureaucratic regulation regime of schools? Some questions and evidence from the European Reguleduc research

Abstract

Using evidence from the Reguleduc European research experience, the pertinence of a “multilevel” international comparative analysis may be called into question. Reguleduc research, on one hand, links data on European educational systems’ modes of regulation collected from various empirical entry points (national, local academic spaces, and educational establishments) and, on the other hand, interprets the games of a number of actors at different levels from varied social perspectives. There is at once a recognition of necessity, partnered with an acknowledgement of the difficulties, of an international comparative analysis combining levels of analysis and contexts to observe and interpret change in modes of regulating school systems.

Citation

Maroy, C. (2010), "Toward a postbureaucratic regulation regime of schools? Some questions and evidence from the European Reguleduc research", Karin Amos, S. (Ed.) International Educational Governance (International Perspectives on Education and Society, Vol. 12), Emerald Group Publishing Limited, Leeds, pp. 175-192. https://doi.org/10.1108/S1479-3679(2010)0000012012