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Cooper 등의 교육정책분석 이론 및 모형에 관한 연구

A Study on the Theory and Model of Educational Policy Analysis through 4-Dimension Policy Analysis Model of Cooper

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국가정책연구소 (Institute of Public Policy & Administration)|2010.12|국가정책연구 (Public Policy Review)|제24권 제4호|pp. 147-164|DOI 10.17327/ippa.2010.24.4.007

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참고문헌

키워드

Cooper의 다차원 교육정책분석 모형실증주의 교육정책분석 이론해석학주의 교육정책분석 이론educational policy analysis model of Cooper4-dimensional frameworktheories of educational policy analysis
주제분류정책학

초록

본 연구는 교육정책은 다양한 이론과 모형을 통해서 분석해 보는 것이 정책문제를 더 잘 이해할 수 있다고 보고, Cooper 등이 주장하는 일곱 가지의 주요 교육정책분석 이론들을 크게 두 가지 관점으로 구분하여 실증주의 관점은 체제이론, 신다원주의 옹호연합 및 이익집단 이론, 신제도주의 이론으로 보고, 해석학주의 관점으로는 비판이론, 페미니즘 이론, 포스트모더니즘, 이데올로기적 측면으로 보았다. 이 이론들은 모순적 이라기보다는 상호보완적이며, 다양하고 복잡한 교육정책문제를 더 잘 이해할 수 있도록 도와주고 있다. 또한 Cooper 등은 다양한 교육정책분석 이론들을 규범적 차원(normative dimension), 구조적 차원(structural dimension), 구성적 차원(constituentive dimension), 기술적 차원(technical dimension)으로분류하여 다차원 교육정책분석 모형의 적용 가능성을 제시하였다.

Abstract

This study was focused to define normative-dimension, structural-dimension, consti tuentive-dimension, and technical-dimension through educational policy analysis model of Cooper. We chose to examine several major theories of policy analysis in education, drawn from the schools of thought in research on educational policy. The theories examined include systems theory, advocacy coalition theory, institutional theory, critical theory, feminist theory, postmodernist theory, and ideological perspectives. These theories are integrated into a coherent, conceptual 4-dimensional framework to facilitate the viewing of policy from multiple perspectives. Using a coherent conceptual framework gives shapes to the field of educational policy studies, which has verged on intellectual chaos at times and an atheoretical bias at others. Education policy formation and reform are more complex because changing lenses generates a different set of questions, theories, and analyses; and is simpler because these lenses or frameworks can be applied again and again to a variety of issues, providing a common analytical treatment to a host of changing educational policy areas.

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