Outsourcing education services in South Korea, England and Hong Kong: A discursive institutionalist analysis
Outsourcing education services in South Korea, England and Hong Kong: A discursive institutionalist analysis
The outsourcing of education services has been widely adopted across international contexts as a ‘tested solution’ or panacea to meet various educational problems including school management, curriculum design, teaching and student discipline. Contracting third-party providers, it is argued, enhances organisational goals such as efficiency, quality and school improvement. However, the outsourcing of education services has also impacted on established notions concerning the boundaries around teachers’ work. This paper deploys the framework of discursive institutionalism to offer insight into how the idea of outsourcing has been activated and circulated by discursive communities in three diverse international settings. Despite its problem-solution logic, the institutionalisation of outsourcing creates its own problems, not least the undermining of teacher professionalism, the ‘businessification’ of schools and a diminishing of their educational mission. Copyright © 2019 British Association for International and Comparative Education.
259-277
Agnieszka, Bates
a9c15a6c-85f0-431a-b045-089e9cc11266
Choi, Tae-Hee
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Yong, Kim
d7da8b8e-d4b5-4f4b-b80b-9dc44df3bfc2
21 May 2019
Agnieszka, Bates
a9c15a6c-85f0-431a-b045-089e9cc11266
Choi, Tae-Hee
3cec7c93-92cd-4329-b0a7-3b208c65dcb7
Yong, Kim
d7da8b8e-d4b5-4f4b-b80b-9dc44df3bfc2
Agnieszka, Bates, Choi, Tae-Hee and Yong, Kim
(2019)
Outsourcing education services in South Korea, England and Hong Kong: A discursive institutionalist analysis.
Compare: A Journal of Comparative and International Education, .
(doi:10.1080/03057925.2019.1614431).
Abstract
The outsourcing of education services has been widely adopted across international contexts as a ‘tested solution’ or panacea to meet various educational problems including school management, curriculum design, teaching and student discipline. Contracting third-party providers, it is argued, enhances organisational goals such as efficiency, quality and school improvement. However, the outsourcing of education services has also impacted on established notions concerning the boundaries around teachers’ work. This paper deploys the framework of discursive institutionalism to offer insight into how the idea of outsourcing has been activated and circulated by discursive communities in three diverse international settings. Despite its problem-solution logic, the institutionalisation of outsourcing creates its own problems, not least the undermining of teacher professionalism, the ‘businessification’ of schools and a diminishing of their educational mission. Copyright © 2019 British Association for International and Comparative Education.
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Published date: 21 May 2019
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Local EPrints ID: 470864
URI: http://eprints.soton.ac.uk/id/eprint/470864
PURE UUID: ef63a4c9-d050-4bea-9344-a829a7461c97
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Date deposited: 20 Oct 2022 16:42
Last modified: 17 Mar 2024 04:16
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Author:
Bates Agnieszka
Author:
Tae-Hee Choi
Author:
Kim Yong
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