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The Trajectory of Global Education Policy pp 1–30Cite as

Palgrave Macmillan

The Global Education Policy Field: Characterization, Conceptualization, Contribution

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Part of the book series: International and Development Education ((INTDE))

Abstract

Before delving into the trajectory of the Education with Community Participation program presented in this book, the present chapter first addresses the nature of the global education policy field. In doing so, it describes the evolution of this field and the dynamics that characterize it from the 1940s onward. The focus is to depict the “international political space in which policy agencies compete for influencing the shape of national and international education policy” (Jakobi, Glob Soc Educ 7: 473–487, 2009, p. 477). Following this characterization, the chapter reviews multiple approaches to investigating global education policies. This is done both to clarify the range of approaches employed by scholars and to situate the approach employed in this book. The approaches reviewed in this chapter are known as (or are grounded in) World Culture Theory (a.k.a., World Society Theory), international political economy, international relations and global governance, policy sociology, political perspectives, and anthropological perspectives.

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Notes

  1. 1.

    The three main functions of UNESCO, as set out in its Constitution, are to advance the mutual knowledge and understanding of peoples; to give fresh impulse to education and to the spread of culture; and to help maintain, increase, and disseminate knowledge (UNESCO n.d.). Of course, as UNESCO’s name implies, its work has gone beyond education to focus on international cooperation that address hunger, disease, cultural preservation, sustainable development, and so on (Jones 2007).

  2. 2.

    On education, the Universal Declaration of Human Rights states the following: “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. … Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace” (United Nations n.d.).

  3. 3.

    The convening organizations were UNESCO, the United Nations Children’s Fund, the United Nations Development Program, and the World Bank.

  4. 4.

    Novelli and Verger (2008) developed this visual to depict the politics of education from the perspective of scholars who see the global capitalist system as being the driving force of educational change (e.g., Dale 2000). However, I argue that the prevalence of the global economy in this diagram does not conceptually exclude other perspectives, as the space between the country level and the global economy allows for an international level of interaction and politics that is compatible, for example, with World Culture Theory.

  5. 5.

    Portions of this section draw on Edwards and Storen (2017).

  6. 6.

    For a critique of the theoretical and methodological foundations of World Culture Theory, see Carney et al. (2012) and Dale (2000).

  7. 7.

    Novelli et al. (2014) might say that this approach would be more appropriately labeled as critical political economy.

  8. 8.

    For a comprehensive and critical review of the evidence base on EDUCO, see Edwards and Loucel (2016).

  9. 9.

    In this study, “state” refers to national governmental institutions (Krasner 1984).

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  1. Department of Educational Foundations, University of Hawaii, Honolulu, Hawaii, USA

    D. Brent Edwards Jr.

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Edwards, D.B. (2018). The Global Education Policy Field: Characterization, Conceptualization, Contribution. In: The Trajectory of Global Education Policy. International and Development Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-50875-1_1

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