ABSTRACT

This paper uses a case study of an Israeli teacher leadership initiative to explore a mode of educational governance that employs ‘bottom-up’ logic and discourse. The authors analyse the origins of this initiative, and – through a policy-making ethnography of the initiative’s enactment at the district level – show how it is sustained and governed through ‘top-down’ structures and strategies. The authors use the term ‘bottom-up governance’ to describe a hybrid mixture of discourse that valorises grass-roots leadership, of governance through actors’ autonomy and reflexivity, of enactment by a complex array of external and internal educational actors, and of initiation and control by central government, which provides insufficient, temporary and unstable resources. Their analysis highlights the conflicted and complex role of mid-level policy-makers in this mode of governance, as well as the simultaneous pursuit by the Israeli education system of centralisation and decentralisation, and ‘weak state’ and ‘strong state’ strategies.

摘要

本文使用以色列教师领导倡议的案例研究来探索一种采用“自下而上”逻辑和话语的教育治理模式。作者分析了该倡议的起源，并通过在地区层面对该倡议的制定进行了政策制定民族志，展示了该倡议如何通过“自上而下”的结构和战略得以维持和管理。作者使用“自下而上的治理”一词来描述一种混合的混合话语，即通过行动者的自主性和反思性进行治理，由一系列复杂的外部和内部教育行动者制定，以及启动中央政府控制和控制，这提供了不足的、暂时的和不稳定的资源。