Abstract

Drawing on the construct of ‘externalisation’, this article examines how and why national policy experts use international knowledge in education policymaking. To understand how national policy experts deal with external source of information and expertise, I analysed the bibliographic references in policy documents prepared for an education reform and conducted network-cued interviews with local policy experts in the United States, South Korea, and Norway. The results revealed that national policy actors’ utilisation of international knowledge varies across countries in terms of frequency, function, and level of engagement. The national differences suggest that each country has internalised the act of externalisation in the national policy process, reflecting its own policymaking and reform contexts.

摘要

本文利用“外部化”的结构，研究了国家政策专家如何以及为何在教育决策中使用国际知识。为了了解国家政策专家如何处理外部信息和专业知识来源，我分析了为教育改革准备的政策文件中的参考书目，并与美国、韩国和挪威的当地政策专家进行了网络提示访谈。结果表明，国家政策参与者对国际知识的利用在频率、功能和参与程度方面因国家而异。国家差异表明，每个国家都在国家政策过程中将外化行为内化，反映了其自身的政策制定和改革背景。