TY  - BOOK
AU  - Pinto,Laura Elizabeth
TI  - Curriculum reform in Ontario: 'common sense' policy processes and democratic possibilities 
SN  - 9781442661554
AV  - LB1629.5.C3 P56 2012eb
U1  - 373.1909713 23
PY  - 2012///
CY  - Toronto [Ont.]
PB  - University of Toronto Press
KW  - Education, Secondary
KW  - Curricula
KW  - Ontario
KW  - Planning
KW  - Case studies
KW  - Curriculum planning
KW  - Education and state
KW  - Curriculum change
KW  - Enseignement secondaire
KW  - Programmes d'études
KW  - Planification
KW  - Études de cas
KW  - Éducation
KW  - Politique gouvernementale
KW  - Changements
KW  - EDUCATION
KW  - Educational Policy & Reform
KW  - General
KW  - bisacsh
KW  - Secondary
KW  - fast
KW  - Electronic books
N1  - Includes bibliographical references (pages 219-239) and index; Preface -- The ideal of critical-democrative policy production -- The politics of 'Common Sense' policy production -- Restructuring education -- Hidden privatization in the institutional culture: policy actors, of 'Hired Guns'? -- Policy writers, power and politicization: were the books already cooked -- Citizen (dis)engagements in selection and consultations -- Perceived policy outcomes and their absence of democracy -- An exploration of possibilities: Porto Alegre, Brazil as an analytic foil contrasting Ontario -- Conclusion -- 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
N2  - "This first full account of curriculum policy formulation in 1990s Ontario helps readers understand the real-life experiences of policymakers both within the province and internationally. Having worked as a policy analyst for the Government of Ontario, a public school teacher, and a university professor, author Laura Elizabeth Pinto is uniquely positioned to tackle the key issues of policy formulation: the politics and tensions among different policy actors; the relationships between democracy in education and in policy formation; and the hidden role of privatization. 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. Pinto also suggests possibilities for more participatory approaches to policy formulation that can better support the critical role played by schools in creating democratic societies."--Publisher's website
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=682910
ER  -