Mit der Online-Reihe EdGov-Dialogues schafft das Team der Governanceforschung des Startchancen-Programms einen internationalen Raum für wissenschaftlichen Austausch zu Fragen der Educational Governance, des systemischen Wandels und der Bildungsgerechtigkeit. Die Reihe ist am Lehrstuhl für Schulpädagogik mit Schwerpunkt Educational Governance und Educational Change an der Friedrich-Alexander-Universität Erlangen-Nürnberg (Leitung: Prof. Dr. Nina Bremm) sowie am Lehrstuhl für Schul- und Unterrichtsentwicklung in der Sekundarstufe der Universität Siegen (Prof. Dr. Kathrin Racherbäumer) verortet. Im Zentrum der Veranstaltungsreihe stehen Fachvorträge internationaler Expert*innen sowie anschließende offene Dialoge zu aktuellen Entwicklungen und Herausforderungen im Bildungswesen. Die EdGov-Dialogues richten sich an Forschende ebenso wie an alle thematisch Interessierten.
EdGov-Dialogues No.3 mit Prof. Dr. Chris Brown
Wir laden Sie herzlich zum EdGov-Dialogue No. 3 ein, der am Donnerstag, 28. Mai, von 13:00 bis 15:00 Uhr (UTC+1) online stattfinden wird. Als Gast begrüßen wir Prof. Chris Brown von der University of Southampton (UK). Sein Vortrag trägt den Titel:
„Educational Governance in an Age of Epistemic Strain: Designing Systems for Democratic Intelligence“
Across OECD countries, education systems are operating within democratic contexts under increasing epistemic strain: misinformation, polarisation, algorithmic amplification, and declining institutional trust. Policy responses have rightly emphasised strengthening individual competencies such as critical thinking and media literacy. However, from an educational governance perspective, these capacities remain insufficient unless they are embedded within decision-making architectures that enable high-quality reasoning to inform collective judgement, resource allocation, and coordinated action across the system. This presentation introduces democratic intelligence (DI) as a governance-relevant system property: the capacity of institutions and societies to reason, learn, and act effectively under conditions of uncertainty and difference. DI emerges from the alignment between individual epistemic capacity (e.g., critical thinking, prospection, network diversity) and epistemic infrastructure: the institutionalised processes through which knowledge is accessed, scrutinised, deliberated upon, and translated into policy and practice. From this perspective, educational governance is understood not simply as a mechanism for accountability or control, but as the design and stewardship of epistemic conditions under which legitimate and adaptive decisions can be made. Schools provide a critical entry point for strengthening democratic intelligence within education systems. As governance micro-sites, they are spaces where professional judgement, evidence use, and collective decision-making are enacted in practice. Reframing school leadership as epistemic stewardship foregrounds the role of leaders in structuring inquiry, authorising knowledge claims, and linking local decision-making processes to wider system priorities. This, in turn, raises questions about how governance arrangements – across schools, networks, and system levels – enable or constrain the quality of collective reasoning. The central claim is that strengthening democratic resilience requires not only more capable individuals, but more intelligently governed systems. Educational governance, in this framing, becomes the means through which epistemic capacity is translated into legitimate, coordinated, and adaptive collective action. At a time when democratic resilience is increasingly understood as foundational to social cohesion, economic stability, and public trust, the capacity of education systems to institutionalise high-quality collective reasoning may become a defining policy priority.
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