From Pedagogical Discourse to Policy: The Irruption of Educational Innovation in The Public Agenda
Abstract Educational innovation occupies a central place in contemporary pedagogical discourse. Innovation is associated to educational improvements of a different nature, but also, in a broader sense, to the configuration of schools as a modern educational institution. Although it tends to be conceived as a bottom-up and even spontaneous process, educational innovation has acquired great centrality in the public agenda and in governmental education policy in some contexts. This is the case of Catalonia, where the innovation proposal has become the backbone of the administrative-pedagogical action on the education system since 2017 approximately until today. In this article we combine different theories of the public policy process to analyse how the innovation discourse has penetrated the Catalan educational policy agenda. Policy process theories allow us to analyse the construction of educational problems and their solutions, and the conditions under which certain solutions are more likely to break into the public agenda. Drawing on a process tracing approach, the results of the study show how, in Catalonia, the proposal of educational innovation is defined in opposition to teacher-centred, knowledge-transmitting education (often referred to as 'traditional education') and, as a solution, it is rooted in the ideas of 'personalisation of learning' and 'competence-based education'. Thanks to its apparent simplicity, but also its ambiguity, the idea of innovation has operated as a 'coalition magnet' with the capacity to attract previously separate educational actors and to organise them around a pro-innovation alliance with an influential 'educational transformation' agenda. This, together with the viability of the proposal, which emerges in a unique political and economic scenario, has allowed innovation to become the flagship and binding element of recent Catalan education policy.
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LeGreco, M., & Tracy, S. J. (2009). Discourse Tracing as Qualitative Practice. Qualitative Inquiry, 15(9), 1516–1543. https://doi.org/10.1177/1077800409343064
Leipold, S., & Winkel, G. (2017). Discursive Agency: (Re-)Conceptualizing Actors and Practices in the Analysis of Discursive Policymaking. Policy Studies Journal, 45(3), 510–534. https://doi.org/10.1111/psj.12172
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Malandrino, A. (2023). Migrant Languages in Education: Problems, Policies, and Politics. Springer. https://doi.org/10.1007/978-3-031-15794-3
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Meegdenburg, H. van. (2023). Process Tracing. In Routledge Handbook of Foreign Policy Analysis Methods (pp. 405–420). Routledge. https://doi.org/10.4324/9781003139850-31
Mentini, L., & Levatino, A. (2023). A “three-legged model”: (De)constructing school autonomy, accountability, and innovation in the Italian National Evaluation System. European Educational Research Journal https://doi.org/10.1177/14749041221148280
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Quilabert, E., & Moschetti, M. C. (2022). ‘Most Likely You Go Your Way (and I’ll Go Mine)’: School-level enactment of an educational innovation policy in Barcelona. European Educational Research Journal, https://doi.org/10.1177/14749041221121477
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Teddlie, C., & Yu, F. (2007). Mixed Methods Sampling. Journal of Mixed Methods Research, 1(1), 77–100. https://doi.org/10.1177/1558689806292430
Tiana, A. (2011). Análisis de las competencias básicas como núcleo curricular en la educación obligatoria española. Bordón, 63(1), 63–75.
Torrent, A., & Feu, J. (2020). Educational change in Spain: between committed renewal and innocuous innovation. Journal for Critical Education Policy Studies, 18(1), 253–298. http://www.jceps.com/archives/8255
Verger, A., & Curran, M. (2014). New public management as a global education policy: its adoption and re-contextualization in a Southern European setting. Critical Studies in Education, 55(3), 253–271. https://doi.org/10.1080/17508487.2014.913531
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Winkel, G., & Leipold, S. (2016). Demolishing Dikes: Multiple Streams and Policy Discourse Analysis. Policy Studies Journal, 44(1), 108–129. https://doi.org/10.1111/psj.12136
Wubbels, T., & van Tartwijk, J. (2017). Evidence Informed Innovation of Education in the Netherlands: Learning from Reforms. En M. Y. Eryaman & B. Schneider (Eds.), Evidence and Public Good in Educational Policy, Research and Practice (pp. 125–142). https://doi.org/10.1007/978-3-319-58850-6_7
Aznar, L. (2016) Llums i Ombres de l’Escola 21. Crític https://www.elcritic.cat/investigacio/llums-i-ombres-de-lescola-21-10395
Beach, D. (2017). Process Tracing Methods in the Social Sciences. In Oxford Research Encyclopedia of Politics. Oxford University Press. https://doi.org/10.1093/acrefore/9780190228637.013.176
Berkovich, I. (2019). Educational governance transition in a social democratic country: A process-tracing analysis. Journal of Educational Change, 20(2), 193-219. https://doi.org/10.1007/s10833-019-09340-8
Bernal, J. L. (2015). Análisis crítico del modelo de evaluación LOMCE. Avances En Supervisión Educativa: Revista de La Asociación de Inspectores de Educación de España, 23, 1–21.
Besalú, X. (2019). La renovació pedagògica a la Catalunya del segle XXI. Discurs de recepció com a member numerari. Institut d’Estudis Catalans.
Bolívar, A. (2010). La autonomía de los centros educativos en España. Participación Educativa, 13, 8–25.
Bonal, X., & Verger, A. (2013). L'agenda de la política educativa a Catalunya: una anàlisi de les opcions de govern (2011-2013). Fundació Jaume Bofill.
Collet-Sabé, J. (2017). ‘I do not like what I am becoming but…’: transforming the identity of head teachers in Catalonia. Journal of Education Policy, 32(2), 141–158. https://doi.org/10.1080/02680939.2016.1253873
Deterding, N. M., & Waters, M. C. (2021). Flexible Coding of In-depth Interviews: A Twenty-first-century Approach. Sociological Methods & Research, 50(2), 708–739. https://doi.org/10.1177/0049124118799377
Díaz-Gibson, J., Zaragoza, M. C., & Sabat, M. C. (2022). From Professional School Networks to Learning Ecosystems: The Case of Networks for Change in Barcelona. En P. W. Armstrong & C. Brown (Eds.), School-to-School Collaboration: Learning Across International Contexts (pp. 187-207). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80043-668-820221012
Ellis, A. K., & Bond, J. B. (2016). Research on Educational Innovations. Routledge. https://doi.org/10.4324/9781315617145
Fontdevila, C. (2019). Researching the adoption of school autonomy with accountability reforms: a methodological note on country case studies. Reformed Methodological Notes nº1. https://doi.org/10.5281/zenodo.3557302
Gerring, J. (2006). Single-Outcome Studies. International Sociology, 21(5), 707–734. https://doi.org/10.1177/0268580906067837
Halász, G., & Michel, A. (2011). Key competences in Europe: Interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289–306. https://doi.org/10.1111/j.1465-3435.2011.01491.x
Herweg, N., Huß, C., & Zohlnhöfer, R. (2015). Straightening the three streams: Theorising extensions of the multiple streams framework. European Journal of Political Research, 54(3), 435–449. https://doi.org/10.1111/1475-6765.12089
Jones, M. D., Peterson, H. L., Pierce, J. J., Herweg, N., Bernal, A., Lamberta Raney, H., & Zahariadis, N. (2016). A River Runs Through It: A Multiple Streams Meta-Review. Policy Studies Journal, 44(1), 13–36. https://doi.org/10.1111/psj.12115
Jover, G., Prats, E., & Villamor, P. (2017). Educational Policy in Spain: Between Political Bias and International Evidence. In M. Y. Eryaman & B. Schneider (Eds.), Educational Governance Research (Vol. 6, pp. 63–78). Springer International Publishing. https://doi.org/10.1007/978-3-319-58850-6_4
Kingdon, J. W. (1984). Agendas, Alternatives, and Public Policies. Little, Brown.
Kingdon, J. W. (1993). How do Issues Get on Public Policy Agendas? In W. J. Wilson (Ed.), Sociology and the Public Agenda (pp. 40–53). SAGE Publications. https://doi.org/10.4135/9781483325484
Kotter, J. P., & Rathgeber, H. (2016). Our Iceberg Is Melting: Changing and Succeeding Under Any Conditions. Nueva York: Portfolio.
LeGreco, M., & Tracy, S. J. (2009). Discourse Tracing as Qualitative Practice. Qualitative Inquiry, 15(9), 1516–1543. https://doi.org/10.1177/1077800409343064
Leipold, S., & Winkel, G. (2017). Discursive Agency: (Re-)Conceptualizing Actors and Practices in the Analysis of Discursive Policymaking. Policy Studies Journal, 45(3), 510–534. https://doi.org/10.1111/psj.12172
Looney, J. W. (2009). Assessment and Innovation In Education. OECD Education Working Papers 24. Paris. https://doi.org/10.1787/19939019
Malandrino, A. (2023). Migrant Languages in Education: Problems, Policies, and Politics. Springer. https://doi.org/10.1007/978-3-031-15794-3
Martínez-Celorrio, X. (2020). Educational equity based on teachers’ reflective autonomy. Catalan Social Sciences Review, 10, 21–42. https://doi.org/10.2436/20.3000.02.50
Meegdenburg, H. van. (2023). Process Tracing. In Routledge Handbook of Foreign Policy Analysis Methods (pp. 405–420). Routledge. https://doi.org/10.4324/9781003139850-31
Mentini, L., & Levatino, A. (2023). A “three-legged model”: (De)constructing school autonomy, accountability, and innovation in the Italian National Evaluation System. European Educational Research Journal https://doi.org/10.1177/14749041221148280
OECD (2014). Measuring Innovation in Education: A New Perspective. Educational Research and Innovation. OECD. https://doi.org/10.1787/9789264215696-en
Parcerisa, L. (2016). Modernización conservadora & privatización en la educación: el caso de la LOMCE & la Nueva Gestión Pública. Revista Educación, Política & Sociedad, 1(1), 11–42.
Pérez, A. (2022). Las falsas alternativas: pedagogía libertaria & nueva educación. Virus.
Quilabert, E., & Moschetti, M. C. (2022). ‘Most Likely You Go Your Way (and I’ll Go Mine)’: School-level enactment of an educational innovation policy in Barcelona. European Educational Research Journal, https://doi.org/10.1177/14749041221121477
Rawat, P., & Morris, J. C. (2016). Kingdon’s “Streams” Model at Thirty: Still Relevant in the 21st Century? Politics & Policy, 44(4). https://doi.org/10.1111/polp.12168
Serdyukov, P. (2017). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning 10(1): 4–33. https://doi.org/10.1108/jrit-10-2016-0007
Teddlie, C., & Yu, F. (2007). Mixed Methods Sampling. Journal of Mixed Methods Research, 1(1), 77–100. https://doi.org/10.1177/1558689806292430
Tiana, A. (2011). Análisis de las competencias básicas como núcleo curricular en la educación obligatoria española. Bordón, 63(1), 63–75.
Torrent, A., & Feu, J. (2020). Educational change in Spain: between committed renewal and innocuous innovation. Journal for Critical Education Policy Studies, 18(1), 253–298. http://www.jceps.com/archives/8255
Verger, A., & Curran, M. (2014). New public management as a global education policy: its adoption and re-contextualization in a Southern European setting. Critical Studies in Education, 55(3), 253–271. https://doi.org/10.1080/17508487.2014.913531
Vincent-Lancrin, S., Urgel, J., Kar, S., & Jacotin, G. (2019). Measuring Innovation in Education 2019. Educational Research and Innovation. OECD Publishing. https://doi.org/10.1787/9789264311671-en
Winkel, G., & Leipold, S. (2016). Demolishing Dikes: Multiple Streams and Policy Discourse Analysis. Policy Studies Journal, 44(1), 108–129. https://doi.org/10.1111/psj.12136
Wubbels, T., & van Tartwijk, J. (2017). Evidence Informed Innovation of Education in the Netherlands: Learning from Reforms. En M. Y. Eryaman & B. Schneider (Eds.), Evidence and Public Good in Educational Policy, Research and Practice (pp. 125–142). https://doi.org/10.1007/978-3-319-58850-6_7
Quilabert, E., Moschetti, M., & Verger, A. (2023). From Pedagogical Discourse to Policy: The Irruption of Educational Innovation in The Public Agenda. Teoría De La Educación. Revista Interuniversitaria, 35(2), 57–79. https://doi.org/10.14201/teri.31221
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