Based on interviews with key policy actors, including ministry bureaucrats, curriculum policy writers, stakeholder consultation participants, and political staffers, Curriculum Reform in Ontario provides a critique of conventional policy formulation processes.
Based on interviews with key policy actors, including ministry bureaucrats, curriculum policy writers, stakeholder consultation participants, and political staffers, Curriculum Reform in Ontario provides a critique of conventional policy formulation processes.
Table of Contents Preface Chapter 1: The Ideal of Critical-Democrative Policy Production Chapter 2: The Politics of 'Common Sense' Policy Production Chapter 3: Restructuring Education Chapter 4: HIdden Privatization in the Institutional Culture: Policy Actors, of 'Hired Guns'? Chapter 5: Policy Writers, Power and Politicization: Were the Books Already Cooked Chapter 6: Citizen (Dis)Engagements in Selection and Consultations Chapter 7: Perceived Policy Outcomes and their Absense of Democracy Chapter 8: An Exploration of Possibilities: Porto Alegre, Brazil as an Analytic Foil Contrasting Ontario Chapter 9: Conclusion References Appendix A: Policy Actor Profiles Appendix B: Understanding and Participating in Curriculum Change Appendix C: Ministry of Education Organization Chart, 1999 Appendix D: Policy Formulation Timeline End Notes
Table of Contents Preface Chapter 1: The Ideal of Critical-Democrative Policy Production Chapter 2: The Politics of 'Common Sense' Policy Production Chapter 3: Restructuring Education Chapter 4: HIdden Privatization in the Institutional Culture: Policy Actors, of 'Hired Guns'? Chapter 5: Policy Writers, Power and Politicization: Were the Books Already Cooked Chapter 6: Citizen (Dis)Engagements in Selection and Consultations Chapter 7: Perceived Policy Outcomes and their Absense of Democracy Chapter 8: An Exploration of Possibilities: Porto Alegre, Brazil as an Analytic Foil Contrasting Ontario Chapter 9: Conclusion References Appendix A: Policy Actor Profiles Appendix B: Understanding and Participating in Curriculum Change Appendix C: Ministry of Education Organization Chart, 1999 Appendix D: Policy Formulation Timeline End Notes
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