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SUMMARY:‘Lost in translation’? Interpreting the language of internatio
 nal and intra-national education policy transfer - Professor David Bridges
 \, Director of Research\, Kazakhstan and Mongolia Programmes\, Faculty of 
 Education
DTSTART:20130124T170000Z
DTEND:20130124T174500Z
UID:TALK43092@talks.cam.ac.uk
CONTACT:Laura Carnicero
DESCRIPTION:In Kazakhstan\, as in many parts of the world\, educational re
 form takes the form of (i) an element of ‘policy borrowing’ (Phillips 
 & Ochs 2004) from international policy and practice to national policy and
 \, then\, (ii) a centre to periphery model through which this policy and i
 ts attendant practices are ‘cascaded’/ ‘disseminated’ / ‘transmi
 tted’ to schools. Of course neither of these stages of the transfer of e
 ducational policy and practice is straightforward. If the initial policy o
 r practice does not get entirely ‘lost in translation’\, it can certai
 nly get adapted\, changed\, even transformed -- processes variously referr
 ed to as ‘indigenisation’ or\, less flatteringly\, ‘subversion’\, 
 ‘hi-jacking’ (Silova 2005) and ‘brand name piracy’ (Steiner-Khamsi
  & Stolpe 2006).\nThis paper examines these different discourses around th
 e process of policy transfer and the ways in which theoretical frameworks 
 drawn from translation theory and from philosophical pragmatism and social
  psychological constructivism may illuminate them. It also illustrates fro
 m recent project experience the ways in which problems of the translation 
 of language between (in this case) English\, Russian and Kazakh adds to th
 e complexities of the transfer of educational policy and practice.
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, DM
 B\, Room 1S3
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