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The rise in globalisation studies in comparative education places neoinstitutional theory at the centre of many debates among comparative education researchers. However, uncertainty about how to interpret neoinstitutional theory still persists among educational comparativists. With this uncertainty comes misinterpretation of its principles, variations and explanatory power. Two problematic misconceptions prevail: (1) the belief that the 'world culture' strand is the only version of neo-institutional theory applicable to comparative education research; and (2) the assumption that the global homogenisation of society, culture and schooling is a goal of researchers applying neo-institutional theory to comparative education phenomena. This article addresses these misconceptions, elucidating neo-institutional theory and its applicability to comparative education research. Our findings suggest that neo-institutional frameworks for comparative education research are useful, but that complementary approaches and methods are also necessary.

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USA CitaciónResumen: El objetivo de este trabajo es proveer una revisión teórica sobre la discusión curricular desde la teoría neo-institucionalista en su versión sociológica, conocida también como teoría de la sociedad mundial. El trabajo provee a su vez ideas acerca de la posible dirección que el análisis neoinstitucionalista debería tomar para profundizar la investigación y el conocimiento sobre el curriculum escolar y sus reformas en un mundo globalizado. Palabras clave: sociedad mundial; neo-institucionalismo; estandarización curricular; curriculum posnacional.The School Curriculum from the World Society Theory: Review and Outlook Abstract: The purpose of this article is to provide a review of key literature on school curricula framed by sociological neo-institutional thought, also known as world society. In addition, the paper provides ideas and direction for future research intended to enhance knowledge and understanding of emerging global models of school curricula.

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