ABSTRACT

This paper examines mechanisms in the Japanese education system that ‘bring in’ knowledge of practice to the process of policy translation. The paper firstly draws on the enactment of recent curriculum reforms in Japan to define a group of actors – practitioner advocates – who utilise their identity as members of the teaching community to mediate and translate policies, from a position outside the school and often outside the municipality. Their collaboration with school administrators and teachers effectuates policy transactions that make sense to teachers, developed in reference to knowledge of practice but legitimised in reference to policy, bending its meanings. Secondly, examining the work of practitioner advocates invites questions that might otherwise go unasked, and provides a fresh perspective on the particularity of the Anglo-American context. It draws attention to the possibility that the Anglo-American structural, institutional or cultural context is peculiarly susceptible to a kind of deliverological managerialism that shuts out experience of practice.

摘要

本文研究了日本教育系统中将实践知识“引入”政策转化过程的机制。该论文首先利用日本最近颁布的课程改革来定义一组参与者——实践者倡导者——他们利用自己作为教学社区成员的身份来调解和翻译政策，从学校以外的位置，通常是在市政当局之外. 他们与学校管理人员和教师的合作实现了对教师有意义的政策交易，根据实践知识发展，但在政策方面合法化，扭曲其含义。其次，检查从业者倡导者的工作会引发一些原本可能不会被问到的问题，并为英美语境的特殊性提供了新的视角。它提请注意，英美结构、制度或文化背景特别容易受到一种将实践经验拒之门外的交付管理主义的影响。