Steering dynamics in the Dutch education system

Sietske Waslander, Edith Hooge, Tineke Drewes


How does steering in complex education systems work? Based on detailed empirical research, our aim here is to paint a lively picture of steering dynamics in Dutch education. We use the policy to stimulate ‘schools as learning organisations’ in secondary education as a case study. The starting point for our research is the steering trilogy inspired by Foucault’s thinking. The steering trilogy represents assumed conditions for steering to occur: ‘something’ first needs to be made thinkable, calculable, and practicable by different actors. It depicts an actor perspective to trace back steering to the actors’ actions and interactions.

Waslander, S., Hooge, E.H. & Drewes, T. (2016). Steering Dynamics in the Dutch Education System, European Journal of Education, 51(4): 478 - 494. DOI: 10.111/ejed.12188


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