Global education policy: key concepts and theoretical frameworks
Journal Title: Práxis Educativa - Year 2019, Vol 14, Issue 1
Abstract
This paper reflects on the main conceptual and theoretical components of global education policy as an emerging field of studies. Global education policy research looks at how global education agendas are being constituted, and by whom, and what are the implications of global dynamics of a different nature in the promotion of education policy change. Globalization produces multiple effects, both direct and indirect, on education policy systems. Globalization has generated new social and educational problems that education policy is expected to address; it has intensified the international flow and exchange of policy ideas on educational reform; it has facilitated the constitution of influential transnational networks of experts and, overall, has contributed to rescale policy-making processes in an unprecedented way. Nonetheless, the influence of these and other global developments in national education systems is not always easy to observe, distinguish or track empirically. Overall, the globaleducation policy field resembles more a messy market of policy ideas that, albeit its hierarchical nature, is not structured according to very well defined centers of diffusion and receptive peripheries, but through more complex multi-scalar dynamics. As a way to address these challenges, the paper also reviews the most prominent theoretical, epistemological and methodological perspectives that scholars are using to study the relationship between globalization and educational change, including world culture theory, international political economy perspectives, policy borrowing and lending, or the policy mobilities approach.
Authors and Affiliations
Antoni Verger
Keywords
Related Articles
- EP ID EP452987
- DOI 10.5212/PraxEduc.v.14n1.001
- Views 105
- Downloads 0
Deaf difference and relations of power in teaching practice
This paper problematizes the power relations that involved the teaching practice of deaf teachers who worked in the Specialized Educational Service (SES) of public schools in João Pessoa, Paraíba, Brazil. The research wa...
Latin american identity and neoliberal ideology
This work summarizes the results of an investigation about the possibility of 2240 young Brazilians presenting a sense of belonging related to the Latin America, based on six questions chosen from the project Youth and H...
Youth participation in the Brazilian High School: an ongoing field studies
This paper deals with the results of a critical review of Brazilian Postgraduate production about the participation of young students in High School. Thirty nine thesis and dissertations produced between 2005 and 2017 in...
The teaching professional (de)valuation: implications of the supply and demand of teaching professionals in Paraná (2009-2013)
This paper aims at analyzing the relation between supply and demand of teaching professionals in the state of Paraná (2009-2013) by questioning the relation between work and education in capitalism, as well as the proces...
Knowledge production in education: Post-structuralism as epistemological potency
This paper aims to analyze the epistemological and methodological potentialities of Poststructuralism in education research. With a theoretical-bibliographic character, the research takes as main references Michel Foucau...