Deflecting European Union Influence on National Education Policy-Making: The Case of the United Kingdom
2013 (English)In: Journal of European Integration, ISSN 0703-6337, Vol. 35, no 1, 37-52 p.Article in journal (Refereed) Published
This article examines how education policies developed in the European Union (EU) through the open method of co-ordination (OMC) are received at the member state level of the United Kingdom (UK). We argue that the UK’s response to the education OMC can be understood mainly in terms of deflecting EU influence on the process and in particular content of national education policy-making. We focus on three manifestations of deflecting EU influence on national education policies. On a level of institutional structures, first, few organizational resources are made available for responding to the education OMC. Second, there is limited communication between domestic policy teams and UK civil servants involved in international work. Third, on a level of discourse UK education policy makers have retained a commitment to the continued sovereignty of the UK over education policy and its role as a potential leader of education policy agendas in the EU. Deflecting the education OMC involves here constructing images of ‘fit’ between UK and EU OMC education policies.
Place, publisher, year, edition, pages
Routledge, 2013. Vol. 35, no 1, 37-52 p.
European integration, education policy-making, open method of coordination, peer learning, discursive institutionalism
Pedagogical Work Public Administration Studies
Research subject Education; Political Science
IdentifiersURN: urn:nbn:se:umu:diva-58182DOI: 10.1080/07036337.2012.661423OAI: oai:DiVA.org:umu-58182DiVA: diva2:547203