Governing after COVID-19: the discourse of education recovery policy in the UK.
Comparative studies of responses to the pandemic illustrate some interesting differences among nation states. This paper builds on these insights into the interaction of global, national and local governing agencies through analysis of the approaches to planning for education recovery in the differe...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 47; no. 1; pp. 68 - 85 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Feb2026
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=191348739&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191348739 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Feb2026 vid: 47 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 191348739 10.1080/01596306.2025.2501554 ppf: 68 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 380KB tig: atl: Governing after COVID-19: the discourse of education recovery policy in the UK. aug: au: Ozga, Jenny Hell, Niclas affil: Department of Education, University of Oxford, Oxford, UK Department of Business, University of Umea, Umea, Sweden su: Policy discourse Education policy Comparative studies Policy analysis Countries COVID-19 Government agencies Public education United Kingdom sug: subj: United Kingdom Policy discourse Education policy Comparative studies Policy analysis Countries COVID-19 Government agencies Public education keyword: Covid Federalism governing narrative recovery ab: Comparative studies of responses to the pandemic illustrate some interesting differences among nation states. This paper builds on these insights into the interaction of global, national and local governing agencies through analysis of the approaches to planning for education recovery in the different UK nations. It builds on contemporary arguments that federal and quasi-federal education systems offer particularly productive environments for identifying those culturally specific expectations and enactments of governing, that help to explain differences in policy content and discursive style in policy spaces that share many institutional and economic features. Through analysis of policy texts on education recovery produced by each of the four UK nations, combined with a narrative approach to governing, the paper illuminates how policy discourses promote specific ways of governing education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
|---|