Values and ideational change in education policy

Authors

• Eeva Rontu Helsingin yliopisto

DOI: https://doi.org/10.33350/ka.109509

Keywords:

education policy, sociology of education, epistemic work, framing, values, ideologies

Abstract

In this article, I present a theoretical approach into analysing the ideational base of education policy. The research subject concerns meaning-making and change regarding what is seen as important and desirable. My key concepts are values as meanings guiding action and ideologies as wider interpretations of reality. What is essential in change of meanings is epistemic work by which different actors seek to influence prevalent meanings. The perspective is applied by looking at previous research findings on alterations in Finnish education policy. Epistemic work on meanings is going on constantly in politics. According to Michael Freeden’s definition, an ideology consists of some quite durable core concepts, values in fact, as well as more changeable peripheral concepts, and by combining the latter, political actors intend to broaden support for a particular set of interpretation. This strategic framing is aimed to legitimise and promote policy proposals and to weaken support for counterproposals. Framings draw on existing cultural categories and public sentiments. That is why I bring forth theoretical traditions of education in Finnish society as well as the prevailing values, which have been studied since 1970s. I am using Shalom Schwartz’s value theory to understand the directions and conflicts of different aims. Based on the analysis of framings regarding desirable aims, there are two opposing ideologies with different core values in Finnish education policy: neoliberalism, which emphasizes achievement. competition and individualism, and social democratic humanism, based on universalism, which corresponds to the prevailing Finnish societal values.