New structures of power and regulation within ‘distributed’ education policy – the example of the US Common Core State Standards Initiative

DOI
URI
Scopus ID
ISSN
Series or journal
Journal of education policy
Periodical volume
31
Periodical issue
2
First page
213
Last page
225
Peer-reviewed
✅
Part of the university bibliography
✅
Keyword
Achieve
Common Core State Standards
Distributed Governance
Regulative Power
Abstract
This article focuses on the growing development towards new forms of ‘distributed’ governance within current large-scale educational reforms. The emphasis is on so-called ‘governance through standards’ as a transformative reform complex which manifests itself in a simultaneous process of regulative destabilisation and (global) reconstruction of policy control. This newly emerging regulative policy ‘ensemble’ is found to be directly related to the growing collaborative activity of cross-field networks between governmental, non-governmental and private actors. Empirically, this article refers to the so-called Common Core State Standards (CCSS) Initiative which has fundamentally reshaped US education policy since 2001. The initiative comprised the negotiation, implementation and controlling of supra-state core skill standards for K-12 education as the benchmark for other regulating instruments such as assessments, monitoring and teacher training. In the context of the CCSS, the aforementioned new structures of regulation can then be located within an entrepreneurial alliance around the non-profit organisation Achieve, Inc. Through its function as a core policy network manager, Achieve generated simultaneous practices of collaboration and distinction, discourse initiation and (invisible) norm stabilisation.
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