Educational Change in the Context of Globalization

The construction of a managerial education discourse and the involvement of philanthropic entrepreneurs: the case of Israel

“…Rizvi and Lingard (2009) claim that in order to explain the emergence of the neoliberal social imaginary, a range of complicated global processes involving new networks and transnational communication and interaction that shapes national strategies of public policy allocation should be taken into account. Monkman and Baird (2002) also argue in favor of studying discourse and participation -they ask who is defining globalization, and in what terms, and who is involved in international and national decisions defining educational strategies and policies. As Burbules and Torres (2000, p. 9) note, globalization has become an ideological discourse driving change in response to the perceived immediacy and necessity to respond to a new world order.…”

“…Mintrom (1997, as cited in Steiner-Khamsi, 2004b investigates the sophisticated networking strategies of 'policy entrepreneurs' -scholars or teachers -who lobbied for school choice in 26 US states and who became global players in school reforms. Monkman and Baird (2002) call for an analysis of the influence of global forces on national and local contexts by mapping the relationships of local forces within the global forces. Rizvi and Lingard (2009) claim that in order to explain the emergence of the neoliberal social imaginary, a range of complicated global processes involving new networks and transnational communication and interaction that shapes national strategies of public policy allocation should be taken into account.…”

Introducing a neo‐Weberian perspective in the study of globalisation and education: structural reforms of the education systems in France and Israel after the Second World War

“…Based on Luhmann's sociology of knowledge and self-reference systems theory, Schriewer (2000) points out how references to 'examples abroad' are used as means to externalise and justify the need for reforms at home. Monkman and Baird (2002) call for multiple-level analyses of discourse and participation, in order to find out who is defining globalisation, in what terms, and who is involved in international and national decisions defining educational strategies and policies.…”

Internationalisation and Globalisation in Mathematics and Science Education

“…Neoliberal and neoconservative forces work in tandem to marketise and reform, and as reform proceeds, to (re)distribute power back to traditional elites. While neoliberalism and globalisation are distinct phenomena, their intimate intertwining that sees neoliberalism open economic and political entities to globalisation, and globalisation foster neoliberalism, ensures that neoliberalism is generally regarded as the ideology of globalisation (Monkman & Baird, 2002). Pertinent for education is the dynamic relationship between the nation state, neoliberalism and globalism, as it is usually at the level of the nation state that educational reform policies and procedures are produced and enacted.…”