National governance in education: A Foucauldian analysis of policy, power, and practice

This case study used a critical social theory approach and a multiple perspective analysis in examining the Council of Ministers of Education, Canada (CMEC) and national educational governance. Scheurich's (1994) policy archaeology framework provided an entry point into Michel Foucault's archaeological and genealogical ideas and the research on Canadian educational governance.; The subjects included 19 participants (6 females, 13 males) from across Canada who held, or had held, senior government positions in education. Six participants had served as either deputy ministers or ministers of education, 8 participants had held elected national positions in education, and 10 of the 19 participants had participated in international education activity.; The study analyzed the participants' understandings of Canada's educational priorities and the practices that enable or constrain the identification, development, and implementation of these priorities. Finally, the research addressed a transformation in education that has implications for the national governance of education.; The specific significance of this research lies in the use of Foucault's ideas re "governmentality" and awareness of the conditions and practices that shape the power/knowledge relationships between CMEC, the federal government, and nongovernmental organizations (NGOs). The research findings have relevance for a broader context since with an understanding of the strategies, mechanisms, and conditions that influence the micro practices of power in political, institutional, economic or cultural settings comes the opportunity to establish new possibilities, forms of resistance, or transformations in relationships.; This research concludes that there is a significant transformation in Canadian education. An emerging "learning discourse" is challenging assumptions about educational governance, educational purpose, and educational accountability. Additionally, the strategic use of language is influencing public understandings of education while implicitly raising questions about jurisdictional responsibility for education and/or learning.; The Council of Ministers of Education, Canada continues to pursue its role as the national voice of education in Canada. However, challenging CMEC's agenda is a federally funded organization led by a former director general of CMEC. Indicators are evident of new possibilities but also potential resistance to the changing context of governance in Canadian education.