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Conceptualizing Education Policy in Democratic Societies

Murdoch University

Although theorists and policy makers agree that schooling should be democratic, what this exactly means often varies. This article establishes a conceptual model for analyzing education policy in democratic societies, based on the key concepts of equality, diversity, participation, choice, and cohesion. The model facilitates the design, evaluation, comparison, and analysis of education policy in democratic societies. It also facilitates analysis of the interrelationship of the five concepts and the ways in which they both complement and conflict with each other. By providing an integrated view of the five democratic values, the model can help policy makers and analysts balance competing demands on education policy. Finally, the model improves understanding of the ways in which educational systems continually adjust to changing theory and economic, political, and social forces, and therefore, it has the potential to help explain and predict educational change.

Key Words: educational policy • comparative education • educational equity

This version was published on May 1, 2009

Educational Policy, Vol. 23, No. 3, 423-450 (2009)
DOI: 10.1177/0895904807310032


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