Abstract
This chapter deals with the multiple scales, spaces and places of contemporary education policy reforms. The focus is on new non-state policy actors, namely, international organizations such as the OECD, and edu-businesses such as Pearson. The first case of the OECD’s PISA demonstrates the lack of policy learning in relation to international data and the processes of externalization associated with the usage of international performance data in national educational reforms. The second case illustrates the quasi-privatization of both education policy and the policy-producing community with its focus on Pearson’s research-for-policy work as evidenced in The Learning Curve. The chapter documents issues associated with these developments, including democratic deficits in policy work today, set against the new spatialities of globalization.
Keywords
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Allen, J. (2011). Topological twists: Power’s shifting geographies. Dialogues in Human Geography, 1(3), 283–298.
Amin, A. (2002). Spatialities of globalization. Environment and Planning., 34(3), 385–399.
Anderson-Levitt, K. M. (2012). Complicating the concept of culture. Comparative Education, 48(4), 441–454.
Appadurai, A. (2001). Grassroots globalization and the research imagination. In A. Appadurai (Ed.), Globalization. Minneapolis: University of Minnesota Press.
Ball, S. J. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative Education, 34(2), 119–130.
Ball, S. J. (2007). Education Plc: Understanding private sector participation in public sector education. London: Routledge.
Ball, S. J. (2012). Global education Inc.: New policy networks and the neo-liberal imaginary. London: Routledge.
Ball, S. J., & Junemann, C. (2012). Networks, new governance and education. Bristol: The Policy Press.
Bernstein, B. (2001). From pedagogies to knowledge. In A. Marais et al. (Eds.), Towards a sociology of pedagogie. New York: Peter Lang.
Biesta, G. (2012). Philosophy of education for the public good: Five challenges and an agenda. Education Philosophy and Theory, 44(6), 581–593.
Bishop, M., & Green, M. (2008). Philanthrocapitalism: How giving can save the world. London: Black Publishers.
Breakspear, S. (2012). The policy impact of PISA: An exploration of the normative effects of international benchmarking in school system performance. OECD Education Working Papers, No. 71. Paris: OECD Publishing.
Brennan, T. (2006). Wars of position: The cultural politics of left and right. New York: Columbia University Press.
Burch, P. (2009). Hidden markets: The new educational privatization. New York: Routledge.
Carney, S. (2009). Negotiating policy in an age of globalization: Exploring educational ‘policyscapes’ in Denmark, Nepal and China. Comparative Education Review, 53(1), 63–88.
Carvalho, L. M., & Costa, E. (2015). Seeing education with one’s own eyes and through PISA lenses: Considerations of the reception of PISA in European countries. Discourse: Studies in the Cultural Politics of Education, 36(5), 638–646.
Chan, P. W. K., & Seddon, T. (2014). Governing education in China: PISA, comparison and educational regions. In T. Fenwick, E. Mangez, & J. Ozga (Eds.), Governing knowledge: Comparison, knowledge-based technologies and expertise in the regulation of education (pp. 200–217). London: Routledge.
Collin, R. (2012). Mapping the future, mapping education: An analysis of the 2011 State of the Union Address. Journal of Education Policy, 27(2), 155–172.
Condron, D. (2011). Egalitarianism and educational excellence: Compatible goals for affluent societies? Educational Researcher, 40(2), 47–55.
Deleuze, G. (1995). Negotiations. New York: Columbia University Press.
Ertl, H. (2006). Educational standards and the changing discourse on education: The reception and consequences of the PISA study in Germany. Oxford Review of Education, 32(5), 619–634.
Feniger, Y., & Lefstein, A. (2014). How not to reason with PISA data: An ironic investigation. Journal of Education Policy, 29(6), 845–855.
Gove, M. (2010). Speech to the national college annual conference. www.education.gov.uk/in the news/speeches/a0061371/michael-gove-to-the-national-college-annual-conference-birmingham. (Accessed 16 Jul 2012).
Gregory, D. (2004). The colonial present. Oxford: Blackwell.
Grek, S. (2013). Expert moves: International comparative testing and the rise of expertocracy. Journal of Education Policy, 28(5), 695–709.
Gulson, K., & Symes, C. (Eds.). (2007). Spatial theories of education. London: Roiutledge.
Head, B. (2008). Three lenses of evidence-based policy. Australian Journal of Public Administration, 67(1), 1–11.
Hogan, A. (2014). Boundary spanners, network capital and the rise of edu-businesses: The case of news corporation and its emerging education agenda. Critical Studies in Education. doi:10.1080/17508487.2014.966126.
Hogan, A., Sellar, S., & Lingard, B. (2015). Network restructuring of global edu-business: The case of Pearson’s efficacy framework. In J. W. Au & J. Ferrae (Eds.), Mapping corporate educational reform. New York: Routledge.
Hogan, A., Sellar, S., & Lingard, B. (2016). Commercialising comparison: Pearson puts the TLC in soft capitalism. Journal of Education Policy, 31(3), 243–258.
Hutchins, R. (1968). The learning society. New York: Praeger.
Illich, I. (1971). Deschooling Society. New York: Calder & Boyars.
Jensen, B., Hunter, A., Sonneman, J., & Burns, T. (2012). Catching up: Learning from the best school systems in East Asia. Melbourne: Grattan Institute.
Knodel, P., & Walkenhurst, H. (2010). What’s England got to do with it? British underestimation of international initiatives in education policy. In K. Martens, A.-K. Nagel, M. Windzio, & A. Weymann (Eds.), Transformation of education policy (pp. 132–155). London: Palgrave MacMillan.
Koppenjan, J., & Klijn, E. (2004). Managing uncertainties in networks. London: Routledge.
Lawn, M. (2013). A systemless system: Designing the disarticulation of English state education. European Educational Research Journal, 12(2), 231–241.
Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–147.
Lingard, B. (2011). Policy as numbers: Ac/counting for educational research. The Australian Educational Researcher, 38(4), 355–382.
Lingard, B. (2013). The impact of research on education policy in an era of evidence- based policy. Critical Studies in Education, 54(2), 113–131.
Lingard, B., & Rawolle, S. (2011). New scalar politics: Implications for education policy. Comparative Education, 47(4), 489–502.
Lingard, B., Sellar, S., & Baroutsis, A. (2015). Researching the habitus of global policy actors in education. Cambridge Journal of Education, 45(1), 25–42.
Lyotard, J.-F. (1984). The postmodern condition: A report on knowledge. Minneapolis: University of Minnesota Press.
Mahony, P., Hextall, I., & Menter, I. (2004). ‘building dams in Jordan, assessing teachers in England’: A case study in edu-business. Globalisation, Societies and Education, 2(2), 227–296.
Massey, D. (2005). For space. London: Sage.
Meyer, H.-D., & Schiller, K. (2013). Gauging the role of non-educational effects in large-scale assessments: Socio-economics, culture and PISA outcomes. In H.-D. Meyer & A. Benavot (Eds.), PISA, power and policy (pp. 207–224). Oxford: Symposium Books.
Morris, P. (2012). Pick ‘n’ mix, select and project; policy borrowing and the quest for ‘world class’ schooling: An analysis of the 2010 schools White paper. Journal of Education Policy, 27(1), 89–107.
Nous Group. (2011). School challenges and opportunities: A report for the review of funding for schooling. Melbourne: Nous Group.
Novoa, A., & Yariv-Mashal, T. (2003). Comparative research in education: A mode of governance or a historical journey? Comparative Education, 39(4), 423–438.
Ozga, J. (2009). Governing education through data in England: From regulation to self-evaluation. Journal of Education Policy, 24(2), 149–162.
Pearson. (2012). The learning curve. London: Pearson.
Phillips, D., & Ochs (Eds.). (2004). Educational policy borrowing. Oxford: Symposium Books.
Ramirez, F. (2012). The world society perspective: Concepts, assumptions and strategies. Comparative Education, 48(4), 423–439.
Ranson, S. (2003). Public accountability in the age of neo-liberal governance. Journal of Education Policy, 18(5), 459–480.
Rizvi, F., & Lingard, B. (2010). Globalizing education policy. London: Routledge.
Rose, N. (1999). Powers of freedom. Cambridge: Cambridge University Press.
Sassen, S. (2007). A sociology of globalization. New York: W.W. Norton and Company.
Schriewer, J. (1990). The method of comparison and the need for externalization: Methodological criteria and sociological concepts. In J. Schriewer & B. Holmes (Eds.), Theories and methods in comparative education (pp. 25–83). Frankfurt: Peter Lang.
Schriewer, J. (2000). World system and interrelationship networks: The internationalization of education and the role of comparative inquiry. In T. S. Popkewitz (Ed.), Educational knowledge (pp. 305–343). Albany: State University of New York Press.
Sellar, S., & Lingard, B. (2013). Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field. Comparative Education, 49(4), 464–485.
Steiner-Khamsi, G. (Ed.). (2004). The global politics of educational borrowing and lending. New York: Teachers College Press.
Takayama, K. (2007). A Nation at Risk crosses the Pacific: Transnational borrowing of the US crisis discourse in the debate on education reform in Japan. Comparative Education Review, 51, 423–446.
Takayama, K. (2012). Exploring the interweaving of contrary currents: Transnational policy enactment and path-dependent policy implementation in Australia and Japan. Comparative Education, 48(4), 505–523.
Thrift, N. (2005). Knowing capitalism. London: Sage.
Waldow, F. (2012). Standardisation and legitimacy. In G. Steiener-Khamsi & F. Waldow (Eds.), World yearbook of education: Policy borrowing and lending in education. New York: Routledge.
Waldow, F., Takayama, K., & Sung, Y.-K. (2014). Rethinking the pattern of external policy referencing: Media discourses over the ‘Asian tigers’ PISA success in Australia, Germany and South Korea. Comparative Education, 50(3), 302–321.
Webb, P. T. (2011). The evolution of accountability. Journal of Education Policy, 26(6), 735–756.
Wiseman, A. (2010). The uses of evidence for educational policy-making: Global contexts and international trends. In A. Luke, J. Green, & G. Kelly (Eds.), What counts as evidence and equity? New York: AERA.
Yates, L. (2012). My school, my University, my country, my world, my Google, myself… what is education for now? Australian Educational Researcher, 39, 259–272.
Young, M., & Lambert, D. with Roberts, C. & Roberts, M. (2014). Knowledge and the future school curriculum and social justice. London: Bloomsbury.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG
About this chapter
Cite this chapter
Lingard, B. (2018). Reforming Education: The Spaces and Places of Education Policy and Learning. In: Hultqvist, E., Lindblad, S., Popkewitz, T. (eds) Critical Analyses of Educational Reforms in an Era of Transnational Governance. Educational Governance Research, vol 7. Springer, Cham. https://doi.org/10.1007/978-3-319-61971-2_3
Download citation
DOI: https://doi.org/10.1007/978-3-319-61971-2_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-61969-9
Online ISBN: 978-3-319-61971-2
eBook Packages: EducationEducation (R0)