Parental Choice as National Policy in England and the United States

Carl, Jim

doi:10.1086/447254

Cited by 32 publications

(15 citation statements)

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“…These ranged from an un-substantiated world-system as in the title of Torres' (2001) paper, to a paper examining United States allegations about UNESCO activities that set these ''against the background of the role of international organizations in a modern world system'' (Hüfner and Naumann 1986, p. 120). In other examples, Psacharopoulos (1990) refers to a general ''world system context'' for his elaboration of what holistic educational planning ought to involve, whereas Broaded (1993) and Carl (1994) make passing reference to an implicit hierarchy and imbalances between nations within an unspecified world system. Mundy and Murphy (2001) go slightly further to cite the centre-periphery relations of the world system in their analysis of the emerging role of transnational NGOs in educational reform, but do not move beyond the general reference to an unequal global system.…”

Section: Wsa As a Proxy For Global Systemsmentioning

confidence: 99%

Wallerstein’s world-systems analysis in comparative education: A case study

Griffiths

Knezevic

2010

Prospects

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Since the 1970s, using his world-systems analysis, Immanuel Wallerstein has developed a wide-ranging framework for the social sciences, with potential applications for comparative educational research. In this paper we outline key aspects of Wallerstein's theorising, and then analyse the uptake, understandings, and applications of his analysis in the field of comparative and international education, through a case study of the Comparative Education Review (CER) journal from 1980 to 2008. This paper examines how, and how widely, his analysis has been adopted and interpreted. Our analysis highlights significant and-given the broader emphasis in comparative education on questions of education and development-surprising absences in the application of this approach. We conclude by arguing for the use and development of three critical features of his analysis in comparative work, as relevant and timely interventions in the field.

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Section: Wsa As a Proxy For Global Systemsmentioning

confidence: 99%

Wallerstein’s world-systems analysis in comparative education: A case study

Griffiths

Knezevic

2010

Prospects

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“…Neoliberals call for Fordism to be replaced by Neo-Fordism in which global competition forces corporate downsizing, cost cutting and flexibility in labour organization. Neo-liberalism seeks to increase corporate earnings and economic efficiency by privatising public institutions, reducing state regulation and taxation, and rolling back the "costly" welfare state (Carl, 1994). Neo-liberals espouse the superiority of the market, instead of the state, as the allocator of resources (Wells et al, 1991).…”

Section: Globalisation and Higher Educationmentioning

confidence: 99%

Global Trends, National Policies and Institutional Responses: Restructuring Higher Education in Malaysia

Lee¹

2004

Educ Res Policy Prac

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A significant global trend during the 1990s is the restructuring of higher education systems. The essence of this restructuring process is a redefinition of the relationship between institutions of higher learning, the state, and the market, and a drastic reduction of institutional autonomy. This article is an analysis of the restructuring process in the forms of privatisation of higher education and corporatisation of public universities in Malaysia. This analysis highlights the context of higher education reforms in the era of globalization, major trends in higher education reforms and Malaysia's responses to these global trends. By focusing on the institutional level, this article examines the expansion and diversification of private higher education as well as the change in the governance and culture of public universities brought about by privatisation and corporatisation.

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“…On the one hand, a number of analysts have drawn attention to important similarities in reforms across jurisdictions, noting especially the powerful influence of what is often referred to as New Right ideas (e.g., Vincent, 1996;Marshall and Peters, 1990;Woods and Wenham, 1995). Reforms in countries such as the United Kingdom or New Zealand are also often characterized as being New Right, neo-conservative, or neo-liberal (e.g., Ball, 1990;Lawton, 1994;Carl, 1994).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The rhetoric of educational reform

Levin¹,

Young

2000

Journal of Comparative Policy Analysis: Research and Practice

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This article is an examination of the language of recent large-scale education reform in England, New Zealand, and the Canadian provinces of Alberta and Manitoba. In each jurisdiction, we review both the official documents and the parliamentary debate around a set of major educational reforms, looking at both the similarities and differences between jurisdictions and at the overall nature of official discourse. Although some similar rhetoric was used in all four settings, we conclude that the differences in justifications were more significant than the commonalities. Our analysis supports a view of official rhetoric as being primarily symbolic and intended to create or support particular definitions of problems and solutions, but also as shaped by the historical context, institutional structure, and political culture of each setting.

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Parental Choice as National Policy in England and the United States

Cited by 32 publications

References 1 publication

Wallerstein’s world-systems analysis in comparative education: A case study

Wallerstein’s world-systems analysis in comparative education: A case study

Global Trends, National Policies and Institutional Responses: Restructuring Higher Education in Malaysia

The rhetoric of educational reform

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