The Handbook of Global Education Policy

Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine M.; Joshi, Priyadarshani; Blanchy, Nihan Koseleci; Longlands, Helen; McWilliam, Alasdair; Zubairi, Asma

doi:10.1002/9781118468005

Cited by 113 publications

(11 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A key strand within this literature is studies that utilize sociological perspectives on school choice, especially after Stephen Ball and his colleagues’ ground-breaking work on the intersection of education markets, social class, and parental decision-making (see Ball & Vincent, 1998; Bowe, Ball, & Gold, 1992; Gewirtz, Ball, & Bowe, 1995). Scholars have used sociology as a critical lens through which to examine and understand how parents choose schools, how these strategies reproduce or exacerbate social stratification, and the ways these processes are shaped by social, political, and economic structures (Adamson, Astrand, & Darling-Hammond, 2016; Altenhofen, Berends, & White, 2016; Apple, 2006; Au & Ferrare, 2015; Ball, 2007; Bulkley, 2007; Buras, 2014; Cucchiara, 2013; Garcia, 2008; Holme, 2002; Horvat, 2012; Jabbar, 2015; Lareau, 2014; Lipman, 2011; McGinn & Ben-Porath, 2014; Mundy, Green, Lingard, & Verger, 2016; Potterton, 2018a, 2019; Robertson, Mundy, Verger, & Menashy, 2012; Saltman & Means, 2018; Sattin-Bajaj, 2014; Scott & Quinn, 2014; Srivastava, 2013; Stambach & Becker, 2006; Verger, Lubienski, & Steiner-Khamsi, 2016; Wells, 2009; Yoon & Gulson, 2010).…”

mentioning

confidence: 99%

Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook

et al. 2019

View full text Add to dashboard Cite

The introduction to the Yearbook provides an overview of the global context of school choice policies and practices, trends in research and reform, and extant knowledge about research on school choice that draw upon the sociology of education. The article also highlights the contributions of the papers included in the Yearbook. The co-editors explain how the studies engage, complement, and extend existing streams of literature by bringing together a collection of contemporary sociological studies from the United States and other countries that illuminate understudied aspects of school choice reform policies, practices, and politics from across the globe. The Yearbook aims to raise the international profile of sociological research on school choice, and document how school choice policies and programs can be understood through a sociological lens, with a focus on how stakeholders perceive, experience, and respond to these reforms in local settings. This Yearbook also offers directions for future studies.

show abstract

mentioning

confidence: 99%

Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook

et al. 2019

View full text Add to dashboard Cite

show abstract

“…As preocupações e iniciativas globais eram pontuais e experimentais, como foi o caso da criação do Bureau de Educação Internacional na Liga das Nações (Mundy et al, 2016).…”

Section: Antecedentes Históricos: Imigração E Refúgio Na Política Educativa Globalunclassified

“…A partir daquele momento, proliferam-se esforços multi e bilaterais, governamentais e não governamentais, para influenciar os sistemas educacionais a afirmarem parâmetros globais de educação. Como pontuam Mundy et al (2016), nas décadas seguintes o fim do regime colonial e o 4 Em particular discursos proferidos e registrados no United Nations Summit for Refugees and Migrants em 19 de setembro de 2016, cúpula das Nações Unidas convocada para tratar do tema considerado "objeto de crise atual". 5 O Relatório Global de Migrações 2018, publicado pela OIM, atribui particular importância ao papel da mídia no estabelecimento das imagens negativas de imigrantes nos países receptores, afirmando que a cobertura mediática pode afetar também a auto percepção e como os e as imigrantes relacionam-se com os países anfitriões.…”

Section: Antecedentes Históricos: Imigração E Refúgio Na Política Educativa Globalunclassified

Imigração e refúgio nos debates e políticas educativas globais: Uma aproximação aos discursos sobre as mobilidades e seus sujeitos

Magalhães

Schilling

2021

EPAA

View full text Add to dashboard Cite

Considering the increased presence of immigrants and refugees in schools, particularly public schools, educational systems emerge as a field of research, policy and practice to understand the different discourses regarding contemporary mobilities. In this piece of work, our concern was to understand on which extension global education policies and debates, even being incipient on this matter, interact, reinforce or contradict the different practices, representations and sayings that make mobilities and their subjects an object of regulation and knowledge. We seek to observe the mobilized discourses, in order to fundamentally understand how they are articulated to the paradigm of global migration “as a problem” to overcome, instead of a constitutive characteristic of the world. As methodological strategy, we analyzed a recent set of documents guiding educational policies that deals with migration and asylum, written by different United Nations agencies. From this set, we highlight two central aspects for reflection: in a broader way the treatment given to individual and collective subjects of mobilities, and as a second axis we focused on the way the “figure of the victim” is built and reinforced, as well as its implications, tensions and ambiguities.

show abstract

“…As a result, the domain of digitalization offers a particularly rich field of opportunities for private actors to shape education policy by inserting innovative ideas and digitalization agendas. On a broader scale, the increasing influence of private sector actors in education systems and schools has been extensively investigated in other studies and is therefore not particularly new (Au & Ferrare, 2015;Ball, 2012;Mundy et al, 2016;Verger et al, 2016). However, the declaration of the COVID-19 pandemic and subsequent school closures forced many stakeholders (especially school administrators, headmasters, and teachers) to respond and provide resources to secure the right to education within a comparatively short time frame.…”

Section: Education In Times Of Global Crisis: How Private Actors In Germany Gainmentioning

confidence: 99%

“…In recent decades, a large number of studies have examined the influence of private actors in the education sector. These studies have noted an increasing proliferation of private actors in the public education system, the resulting privatization of the education sector and implications for domestic policy-making (Mundy et al, 2016;Verger et al, 2016). One group of actors that has drawn particular scholarly attention is that of so-called edu-businesses.…”

Section: Conceptual Framework Examining the Influence Of Private Actors In Educationmentioning

confidence: 99%

Education in times of global crisis: How private actors in Germany gain power through Twitter

Schuster

Kolleck

2021

EPAA

View full text Add to dashboard Cite

The outbreak of the COVID-19 pandemic led to enormous societal changes worldwide and touched many different areas of daily life. One of the most serious restrictions to contain the pandemic was the closure of schools and kindergartens. Particularly in countries with comparatively low levels of digitalization in schools, this situation opened up opportunities for private actors to gain importance and influence in the education sector. For this article, we draw on policy network approaches and network theory to analyze Twitter discussions around digital learning and homeschooling during the period of school closures in Germany due to the COVID-19 crisis. We use social network analysis to identify the actors involved and their influences in the issue-specific Twitter communication network. In recent years, Twitter has been increasingly used for exchanges on education policy content, mainly by political and civil society actors. Our study shows that with respect to digital learning and homeschooling, it was primarily individual experts and consultants as well as corporations which influenced the discourse. In particular, it appears that Twitter is used as a forum to promote corporations’ own products and platforms, including by globally operating corporations such as Microsoft and YouTube, while public actors remain barely visible.

show abstract

The Handbook of Global Education Policy

Cited by 113 publications

References 4 publications

Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook

Sociological Contributions to School Choice Policy and Politics Around the Globe: Introduction to the 2020 PEA Yearbook

Imigração e refúgio nos debates e políticas educativas globais: Uma aproximação aos discursos sobre as mobilidades e seus sujeitos

Education in times of global crisis: How private actors in Germany gain power through Twitter

Contact Info

Product

Resources

About