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Handbook of Global Education Policy

Karen Mundy (Editor), Andy Green (Editor), Bob Lingard (Editor), Antoni Verger (Editor)
ISBN: 978-1-118-46805-0
630 pages
May 2016, Wiley-Blackwell
Handbook of Global Education Policy  (1118468058) cover image

Description

This innovative new handbook offers a comprehensive overview of the ways in which domestic education policy is framed and influenced by global institutions and actors.
  • Surveys current debates about the role of education in a global polity, highlights key transnational policy actors, accessibly introduces research methodologies, and outlines global agendas for education reform
  • Includes contributions from an international cast of established and emerging scholars at the forefront of the field thoughtfully edited and organized by a team of world-renowned global education policy experts
  • Each section features a thorough introduction designed to facilitate readers’ understanding of the subsequent material and highlight links to interdisciplinary global policy scholarship
  • Written in an accessible and engaging style that will appeal to domestic and international policy practitioners, social scientists, and education scholars alike
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Table of Contents

Notes on Contributors ix

Acknowledgements xix

List of Acronyms xx

Introduction: The Globalization of Education Policy – Key Approaches and Debates 1
Karen Mundy, Andy Green, Bob Lingard, and Antoni Verger

Part I Education and a Global Polity 21

Introduction 22
Andy Green

1 Educational Policies in the Face of Globalization: Whither the Nation State? 27
Martin Carnoy

2 World Society and the Globalization of Educational Policy 43
Francisco O. Ramirez, John W. Meyer, and Julia Lerch

3 The Global Diffusion of Education Privatization: Unpacking and Theorizing Policy Adoption 64
Antoni Verger

4 Economic Growth in Developing Countries: The Role of Human Capital 81
Eric A. Hanushek

5 Education, Poverty, and the “Missing Link”: The Limits of Human Capital Theory as a Paradigm for Poverty Reduction 97
Xavier Bonal

6 Gender and Education in the Global Polity 111
Elaine Unterhalter

7 The Global Educational Reform Movement and Its Impact on Schooling 128
Pasi Sahlberg

8 Global Convergence or Path Dependency? Skill Formation Regimes in the Globalized Economy 145
Marius R. Busemeyer and Janis Vossiek

Part II Educational Issues and Challenges 163

Introduction 164
Bob Lingard

9 Education and Social Cohesion: A Panglossian Global Discourse 169
Andy Green and Jan Germen Janmaat

10 Policies for Education in Conflict and Post-Conflict Reconstruction 189
Sarah Dryden-Peterson

11 Human Rights and Education Policy in South Asia 206
Monisha Bajaj and Huma Kidwai

12 Early Childhood Education and Care in Global Discourses 224
Rianne Mahon

13 Education for All 2000–2015: The Influence of Global Interventions and Aid on EFA Achievements 241
Aaron Benavot, Manos Antoninis, Nicole Bella, Marcos Delprato, Joanna Härmä, Catherine Jere, Priyadarshani Joshi, Nihan Koseleci Blanchy, Helen Longlands, Alasdair McWilliam, and Asma Zubairi

14 The Politics of Language in Education in a Global Polity 259
M. Obaidul Hamid

15 The Global Governance of Teachers’ Work 275
Susan L. Robertson

16 The Global Construction of Higher Education Reform 291
Simon Marginson

Part III Global Policy Actors in Education 313

Introduction 314
Antoni Verger

17 The Historical Evolution and Current Challenges of the United Nations and Global Education Policy-Making 319
Francine Menashy and Caroline Manion

18 The World Bank and the Global Governance of Education in a Changing World Order 335
Karen Mundy and Antoni Verger

19 The Changing Organizational and Global Significance of the OECD’s Education Work 357
Bob Lingard and Sam Sellar

20 The Policies that Shaped PISA, and the Policies that PISA Shaped 374
Andreas Schleicher and Pablo Zoido

21 Dragon and the Tiger Cubs: China–ASEAN Relations in Higher Education 385
Rui Yang and Jingyun Yao

22 An Analysis of Power in Transnational Advocacy Networks in Education 401
Ian Macpherson

23 The Business Case for Transnational Corporate Participation, Profits, and Policy-Making in Education 419
Zahra Bhanji

24 New Global Philanthropy and Philanthropic Governance in Education in a Post-2015 World 433
Prachi Srivastava and Lianna Baur

Part IV Critical Directions in the Study of Global Education Policy 449

Introduction 450
Karen Mundy

25 Rational Intentions and Unintended Consequences: On the Interplay between International and National Actors in Education Policy 453
Timm Fulge, Tonia Bieber, and Kerstin Martens

26 Policy and Administration as Culture: Organizational Sociology and Cross-National Education Trends 470
Patricia Bromley

27 Ethnography and the Localization of Global Education Policy 490
Amy Stambach

28 Global Education Policy and the Postmodern Challenge 504
Stephen Carney

29 Policy Reponses to the Rise of Asian Higher Education: A Postcolonial Analysis 519
Fazal Rizvi

30 Joined-up Policy: Network Connectivity and Global Education Governance 535
Carolina Junemann, Stephen J. Ball, and Diego Santori

31 A Vertical Case Study of Global Policy-Making: Early Grade Literacy in Zambia 554
Lesley Bartlett and Frances Vavrus

32 Global Indicators and Local Problem Recognition: An Exploration into the Statistical Eradication of Teacher Shortage in the Post-Socialist Region 573
Gita Steiner-Khamsi

Name Index 590

Place Index 592

Subject Index 595

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Author Information

Karen Mundy is a Professor, Associate Dean of Research, and Canada Research Chair at the Ontario Institute for Studies in Education of the University of Toronto, where she directs the Comparative, International and Development Education Centre (CIDEC). Her research has focuses on the global politics of “education for all” programs and policies, education reform in sub-Saharan Africa, the role of civil society in the reform of educational systems, and the policy influence of international organizations, such as the World Bank, UNESCO and the WTO. A former president of the Comparative International Education Society, Dr. Mundy has published five books and more than four dozen articles and book chapters, and is a contributor to dozens of policy papers and reports.

Andy Green is Professor of Comparative Social Science at UCL Institute of Education and Director of the ESRC Centre for Learning and Life Chances. A frequent consultant to international bodies, such as CEDEFOP, the European Commission, OECD and UNESCO, and to the UK government departments, Dr. Green has published eighteen books, including: Education, Globalization and the Nation State (1997); Regimes of Social Cohesion: Societies and the Crisis of Globalization (2014, with J.G. Janmaat) and Education and State Formation: Europe, East Asia and the USA (2013). He was elected an Academician of the UK Academy of Social Science in 2010.

Bob Lingard is a Professorial Research Fellow in the School of Education at the University of Queensland, Australia. A Fellow of the Australian Academy of Social Sciences and Editor of the journal Discourse: Studies in the Cultural Politics of Education, Dr. Lingard has published twenty books, including most recently Globalizing Educational Policy (2010) (with Fazal Rizvi), Politics, Policies and Pedagogies in Education: The Selected Works of Bob Lingard (2014) and Globalizing Educational Accountabilities (2015) (with Wayne Martino, Goli Rezai-Rashti and Sam Sellar). He has also published more than one hundred journal articles and book chapters in the sociology of education.

Antoni Verger is a Senior Researcher in the Department of Sociology at the Universitat Autònoma de Barcelona. A former post-doctoral researcher at the Amsterdam Institute for Social Science Research of the University of Amsterdam, Dr. Verger research specializes on two main areas: the global governance of education and education privatization policies. He has published more than four dozen articles, book chapters and books on these themes, including WTO/GATS and the Global Politics of Higher Education (Routledge, 2010), and Global Education Policy and International Development: New Agendas, Issues and Programmes (Bloosmbury, 2012).
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Reviews

“This is a remarkable editorial achievement. By bringing together some of the best known writers on global education policy, this volume does the international educational community an invaluable service. Those wishing to deepen their understanding of the complex mechanisms and processes that drive education policy in this new global era will find much in this book that will engage, challenge, and provoke them. An essential overview for students and seasoned researchers alike.”
Ronald G. Sultana, Euro-Mediterranean Centre for Educational Research, University of Malta

“This authoritative Handbook, edited by leading international scholars, brings together a veritable Who’s Who from the world of comparative education. It also includes chapters by promising young scholars from many parts of the world. Core issues relating to education’s role in the global polity, key actors, and future directions are elegantly knitted together with a thought provoking commentary for each section by the four editors.”
Ruth Hayhoe, Ontario Institute for Studies in Education, University of Toronto

“A cutting-edge resource for Chinese education researchers and policy makers supporting interaction with the international education community. At a time when China is receiving more and more attention worldwide, there is an urgent need for us to better understand and then contribute to global education governance. It also shows special value of developing comparative education in China since we are moving towards more international and development studies.”
TENG Jun, Faculty of Education, Beijing Normal University

“The editors and contributors are eminent scholars, who have been working in the research of the education policies for years. They profoundly understand and are able to write about global changes in the field. This book is essential reading for everyone with an interest not only in education policy research but also more widely across education policy and international policy.”
Risto Rinne, Center for Research on Lifelong Learning and Education and Department of Education, University of Turku

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