Generation learning framework: Applying Margaret Mead's typology to agenda-setting stage of policy diffusion

• Authors: Palina Prysmakova

Title variants

PL

Ramy międzypokoleniowego uczenia się. Zastosowanie typologii Margaret Mead do etapu ustanawiania agendy w dyfuzji polityki publicznej

• Languages of publication: EN

Abstracts

EN

The prompt development of the world's South and the stagnation in the evolution of the world's North altered the directions of policy diffusion. Up to date, the literature lacks a clear framework that captures these changes. This article contributes to research by offering a Generation Learning Framework to study the new paths of policy and technology dissemination around the globe. Anthropological propositions of Margaret Mead are adapted to capture a higher demand and popularity of the South-South transfers over the less frequent South-North transfers. Illustrating the framework with the examples of South-Korean lesson-drawing, the study concludes that the era of knowledge transfer exclusively from the North to South is over. The proposed framework can be further applied to the fast-growing experiences in the learning practices that take place in Latin America, Eastern Europe, and Africa.

PL

Szybki rozwój globalnego Południa i stagnacja rozwoju na globalnej Północy zmieniły kierunki dyfuzji polityki publicznej. Do tej pory w literaturze przedmiotu brakuje jasnych tez, które wyjaśniałyby te zmiany. Niniejszy artykuł przyczynia się do rozwoju badań, oferując ramy międzypokoleniowego uczenia się do badania nowych ścieżek rozpowszechniania polityki publicznej i technologii na świecie. Propozycje antropologiczne Margaret Mead zostały dostosowane do większego popytu i popularności transferów na linii Południe-Południe w porównaniu z rzadszymi transferami na linii Południe-Północ. W artykule na przykładzie doświadczeń z Korei Południowej stwierdzono, że era transferu wiedzy wyłącznie z Północy na Południe dobiegła końca. Proponowane ramy można dalej zastosować do szybko rozwijających się doświadczeń i praktyk uczenia się w Ameryce Łacińskiej, Europie Wschodniej i Afryce.

Keywords

EN

lesson-drawing; benchmarking; knowledge transfer; institutional and organizational learning; lesson-drawing; benchmarking; knowledge transfer; institutional and organizational learning

PL

uczenie się od przeszłości; analiza porównawcza; transfer wiedzy; uczenie się instytucjonalne i organizacyjne

• Publisher: Szkoła Główna Handlowa w Warszawie
• Journal: Studia z Polityki Publicznej
• Year: 2020
• Volume: 7
• Issue: 2(26)
• Pages: 33-57

Dates

published

2020-10-01

Contributors

author

Palina Prysmakova

• School of Public Administration, Florida Atlantic University, United States

• https://orcid.org/0000-0002-7595-0348

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Identifiers

DOI

10.33119/KSzPP/2020.2.2