Abstract
Education processes and practices are connected in fundamental ways to the contexts from which they arise and in which they operate. While context is often understood as referring to the local and national position of the school or education system, it is increasingly the case that forces external to the community, and even to the state, are shaping education policy and practice. Canada is not immune to this phenomenon and, in fact, devotes a great deal of financial and human resources to supporting internationalized educational initiatives. Involvement of this kind, from nations of the Global North, has been growing over the past two decades and has resulted in the emergence of a number of supranational organizations that have gained considerable control over education policies that influence local practice (King, 2007).
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Daugela, M. (2012). Understanding the World Bank’s Education for all Policy as Neoliberal Governmentality. In: Spencer, B.L., Gariepy, K.D., Dehli, K., Ryan, J. (eds) Canadian Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-861-2_6
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