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RESUMO: Este trabalho examina e relação entre globalização e educação. Para o fazer, contrasta duas abordagens dessa relação, uma designada "Cultura Educacional Mundial Comum" que foi desenvolvida ao longo de vários anos pelo professor John Meyer e seus colegas da Universidade de Stanford (Califórnia), outra referida como "Agenda Globalmente Estruturada para a Educação" que é desenvolvida pelo autor deste trabalho. Enquanto a primeira conota uma sociedade, ou política, internacional constituída por Estados-nação individuais autó-nomos, a segunda implica especialmente forças económicas operando supra e transnacionalmente para romper, ou ultrapassar, as fronteiras nacionais, ao mesmo tempo que reconstróem as relações entre as nações. Defende-se que as duas abordagens diferem consideravelmente em cada uma das dimensões-chave da relação entre globalização e educação. Assim, diferem também na adequação das explicações que propiciam para o fenómeno da globalização.Palavras-chave: Globalização e educação. Cultura universal da educação.Estado nacional e educação.

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This paper outlines the basis of an alternative theoretical approach to the study of the globalisation of 'education' -a Critical, Cultural Political Economy of Education (CCPEE) approach. Our purpose here is to bring this body of concepts -critical, cultural, political, economy -into our interrogation of globalising projects and processes within what we will refer to as the 'education ensemble' as the topic of enquiry, whose authoritative, allocative, ideational and feeling structures, properties and practices, emerge from and play into global economic, political and cultural processes In the first half of the paper we introduce and develop the concepts that will underpin our approach. In the second half of the paper we explore the explanatory potential and epistemic gain of a CCPEE approach by examining the different manifestations of the relationship between globalisation as a political, cultural and economic project and an education ensemble. We conclude by reflecting on the possibilities this perspective offers.

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In the present paper, we argue that neo-liberal governance regimes are deeply contradictory and that these contradictions are increasingly evident within the education sector. Drawing on a case study of the consequences of restructuring in education in New Zealand, arguably a paradigm case of neo-liberal governance, we suggest the state is faced with a dilemma about how best to manage these tensions and contradictions within the framework of the political rationality itself. One strategy is to isolate and localise these problems in order to contain and manage the risks associated with them. We identify ve variants we argue can broadly be viewed as local states of emergency.

In this chapter we review the main problems raised for comparative education by the current era characterised as globalisation. We see these as arising from an increasing distance between the emerging nature of education under globalisation and the focus and approaches that have dominated comparative education. The focus has been very much on 'national', 'education', 'systems'. We argue that this is not where 'education' is to be found in the current era of globalisation, and that this requires re-examination of each of the three components separately, and as a collection. To begin this process, we attempt to identify and problematise the three theoretical and methodological 'isms' that have characterized comparative education, and that assume and reinforce the national education system as the proper basis of its study. These 'isms' are: methodological nationalism; methodological statism; and methodological educationism. In each case the 'ism' is used to suggest an approach to the objects that takes them as unproblematic and assumes a constant and shared meaning. In the first part of the paper, we examine the first two isms, and seek to frame the implications of the changes that have developed through an era of neo-liberal for the governance of education; from being taken as the more or less exclusive preserve of nation states, this is now more effectively seen as made up of different combinations of (new as well as existing) agents, (new as well as existing) activities, not necessarily carried out at the national scale. We suggest that one consequence of this shift in the governance of education is a tendential functional and scalar division of educational governance, operating through both hybrid and parallel forms. In the second part of the chapter, we examine 'educationism', the tendency to regard 'education' as a single category for purposes of analysis, with an unproblematically accepted scope, and a set of implicitly shared knowledges, practices and assumptions. We advance three ways of moving beyond educationism: first, representing education as a set of questions/variables rather than as a homogeneous entity; second, examining the 're-sectoralisation' of education; and third, distinguishing competing representations of education that now characterise the field. We conclude by arguing that only when we challenge 'isms' in comparative education will we have a set of conceptual tools which might inform critical interventions in education.