Examining Educational Policy in Latin America

Rivas, Axel

doi:10.4324/9781003225782

Cited by 1 publication

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“…While there is much to be gained by comparing reforms in these nations, an immediate challenge arises. In the Brazilian case it is impossible to understand contemporary reform trends without focusing on the initiatives of the federal government, which since the constitutional reform of 1988, has developed an extensive centralized system of regulatory policies based on standardized testing, economic incentives and redistribution of resources that is combined with furtherer devolution to local authorities, even transferring the responsibility for primary education to its more than 5000 municipalities (Rivas, 2022). On the other hand, Canada has no federal department of education (see Wallner et al, 2020) and national schooling reforms are not a dominant feature of Canadian federalism, even if it has progressively moved towards more consistency across subnational policies in education.…”

Section: Conceptualizing Federal Systems Through the Lens Of Mobilitymentioning

confidence: 99%

Global policy mobilities in federal education systems

Beech

Engel

Savage

et al. 2023

EPAA

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As an introduction to this special issue, this paper presents a discussion of different theoretical and methodological challenges in analyzing the ways in which global policy flows are shaping education policies and practices within and across federal systems. We argue that the dynamics between the global and the federal systems are complex, non-linear, multi-directional and ever changing. We start by discussing the notion of global policy mobilities and the kinds of theoretical approaches that we suggest can be productive in understanding the flows of power in education across spaces. We then move on to conceptualize “the federal” in education. While global flows do not lead toward universal results or linear policy convergence across nations, we also stress the necessity to think about federalism not as singular but in the plural, as federalisms, given the different configurations and historical developments of federal systems of education. To conclude, we highlight four analytic tensions and new directions for future research on global policy mobilities in federal education systems.

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Section: Conceptualizing Federal Systems Through the Lens Of Mobilitymentioning

confidence: 99%