000			04717cam a2200337 i 4500
008			210223s2021 nyu b 001 0 eng
020			_a9781536192261 _qhardcover _cRM680.64 (PTSL)
040			_aDLC _beng _cDLC _erda _dDLC _cUKM _drda
042			_apcc
090			_aLC71 _b.P538
100	1		_aPius Nudzor, Hope, _eauthor.
245	1	0	_aRe-conceptualizing the paradox in (education) policy implementation: _bunravelling perspectives on the policy/practice gap / _cHope Pius Nudzor.
264		1	_aHauppauge,New York: _bNova Science Publishers, _c[2021].
264		4	_c©2021.
300			_axxi, 220 pages ; _c23 cm.
336			_atext _2rdacontent
337			_aunmediated _2rdamedia
338			_avolume _2rdacarrier
490	0		_aEducation in a competitive and globalizing world.
504			_aIncludes bibliographical references and index.
505	0		_aDefining (education) policy -- Understanding education policy-making -- Understanding the concept and nature of (education) policy implementation -- Illuminating the policy implementation paradox : using examples from education -- The change management perspective on the policy implementation paradox -- The democratic/participatory perspective on the policy implementation paradox -- The post-modernist perspective on the policy implementation paradox -- Relevance of the post-modernist perspective to understanding policy processes.
520			_a'A review of current (education) policy and practice endorses the view of an apparent paradox in policy implementation. Although tremendous investments (in terms of energy, time and financial resources) are made in enacting policies, there is ample evidence to suggest that policy actors are impervious to policy information. Change agents and implementers of policy are often seen as pursuing different agendas when it comes to the task policy implementation. As aptly asserted by Sabatier and Jenkins-Smith (1993, cited by Shulock, 1999, p. 228),'policymakers and implementers' core beliefs are unaffected by policy information, major policy change results rather from external factors such as inflation and elections'. This book re-conceptualizes this policy phenomenon for rumination. The book essentially unravels perspectives on the policy implementation paradox, and through that exemplifies the'best' suited approach for demystifying the policy/practice gap to bring understanding to the messiness and contested nature of (education) policy processes. To help draw conceptual leverage on the phenomenon described as the'policy implementation paradox', this eight chapter book performs two major functions. First, Chapters 1 to 4 set the context for the book. Chapter 1 defines (education) policy, and in the process, the traditional problem-solving definition of policy is juxtaposed with the process model, and through that a third conception (i.e. the theoretical eclecticism approach) is gauged to help provide both practical and theoretical bases for understanding how policy and practice exist in dynamic and iterative relationships. Chapters 2 and 3 give insights into how education policy-making is made and implemented respectively to unravel some of the influences on policy processes. Chapter 4 explicates (from within relevant literature) the policy paradox to assist readers to understand perspectives that are advanced in latter chapters to unravel and/or explain the existence or occurrence of this policy phenomenon. Second, Chapters 5 to 7 draw on literature from disparate sources to unravel perspectives on the policy implementation paradox, whilst Chapter 8 presents the key messages that are tangential to achieving the objectives of the book. Overall, Chapter 8 performs three functions. Namely, it: summarizes perspectives presented in the scholarly literature to demystify and unravel the policy implementation paradox illustrates the reasons for the choice of the post-modernist perspective as the most appropriate and/or best suited perspective for unravelling this policy phenomenon; and outlines the relevance (and/or justifications) of the post-modernist conception of policy as both'text' and'discourse' as a framework for understanding the policy implementation paradox and the dynamism of policy processes at large'-- _cProvided by publisher.
650		0	_aEducation and state.
907			_a.b16876258 _b2021-11-16 _c2021-09-07
942			_c01 _n0 _kLC71 .P538
949			_o101017397
990			_arab
991			_aFakulti Pendidikan
998			_at _b2021-09-07 _cm _da _feng _gnyu _y0 _z.b16876258
999			_c654905 _d654905