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ERIC Number: ED395376
Record Type: RIE
Publication Date: 1996-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
Reframing Accountability Policy Research with Postpositivism, Pluralism, Democracy and Subsidiarity.
Macpherson, R. J. S.
A 1994 review of international policy research on accountability in education indicates that there is widespread concern over policy content, processes, and consequences. Current purposes tend to be polarized by a simplistic dualism--hyperindividualism versus communitarianism. Policies and practices often exhibit neocentralist assumptions. This paper argues that accountability policy research might need to be reframed by: (1) using a postpositivist and coherentist epistemology; (2) using broad educative values so that policy communities can recapitulate education, society, and democracy while also demonstrating how well learners have learned substantive content; and (3) breaking the accountability gridlock of technical, client, and professional interests with participative policy-action research to generate multiple legitimacies. Evidence from England and Wales suggests that the New Right politics of choice and the attempt to localize public accountability has instead generated a politics of resistance and sharpened demand for responsive, public, and educative forms of accountability. The paper hypothesizes that neocentralism is being challenged by a secular demand for subsidiarity, pluriformity, and complimentarity. Eight tables are included. (Contains 66 references.) (Author/LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: England; Wales
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).