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This latest volume in the World Yearbook of Education Series
focuses on a major and highly significant development in the
governing of education across the globe: the use of knowledge-based
technologies as key policy sources. A combination of factors has
produced this shift: first, the massive expansion of technological
capacity signalled by the arrival of 'big data' that allows for the
collection, circulation and processing of extensive system
knowledge. The rise of data has been observed and discussed
extensively, but its role in governing and the rise of comparison
as a basis for action is now a determining practice in the field of
education. Comparison provides the justification for 'modernising'
policy in education, both in the developed and developing world, as
national policy makers (selectively) seek templates of success from
the high performers and demand solutions to apparent
underperformance through the adoption of the policies favoured by
the likes of Singapore, Finland and Korea. In parallel, the growth
of particular forms of expertise: the rise and rise of educational
consultancy, the growth of private (for profit) involvement in
provision of educational goods and services and the increasing
consolidation of networks of influence in the promotion of 'best
practice' are affecting policy decisions. Through these
developments, the nature of knowledge is altered, along with the
relationship between knowledge and politics. Knowledge in this
context is co-constructed: it is not disciplinary knowledge, but
knowledge that emerges in the sharing of experience. This book
provides a global snapshot of a changing educational world by
giving detailed examples of a fundamental shift in the governing
and practice of education learning by: * Assessing approaches to
the changing nature of comparative knowledge and information *
Tracking the translation and mobilisation of these knowledges in
the governing of education/learning; * Identification of the key
experts and knowledge producers/circulators/translators and
analysis of how best to understand their influence; * Mapping of
the global production of these knowledges in terms of their range
and reach the interrelationships of actors and their effects in
different national settings. Drawing on material from around the
world, the book brings together scholars from different backgrounds
who provide a tapestry of examples of the global production and
national reception and mediation of these knowledges and who show
how change enters different national spaces and consider their
effects in different national settings.
Bourdieu's theory of social fields is one of his key contributions
to social sciences and humanities. However, it has never been
subjected to genuine critical examination. This book fills that gap
and offers a clear and wide-ranging introduction to the theory. It
includes a critical discussion of its methodology and relevance in
different subject areas in the social sciences and humanities. Part
I "theoretical investigations" offers a theoretical account of the
theory, while also identifying some of its limitations and
discussing several strategies to overcome them. Part II "Education,
culture and organization" presents the theory at work and
highlights its advantages and disadvantages. The focus in Part III
devoted to "The State" is on the formation and evolution of the
State and public policy in different contexts. The chapters show
the usefulness of field theory in describing, explaining and
understanding the functioning of the State at different stages in
its historical trajectory including its recent redefinition with
the advent of the neoliberal age. A last chapter outlines a
postcolonial use of the theory of fields.
This latest volume in the World Yearbook of Education Series
focuses on a major and highly significant development in the
governing of education across the globe: the use of knowledge-based
technologies as key policy sources. A combination of factors has
produced this shift: first, the massive expansion of technological
capacity signalled by the arrival of 'big data' that allows for the
collection, circulation and processing of extensive system
knowledge. The rise of data has been observed and discussed
extensively, but its role in governing and the rise of comparison
as a basis for action is now a determining practice in the field of
education. Comparison provides the justification for 'modernising'
policy in education, both in the developed and developing world, as
national policy makers (selectively) seek templates of success from
the high performers and demand solutions to apparent
underperformance through the adoption of the policies favoured by
the likes of Singapore, Finland and Korea. In parallel, the growth
of particular forms of expertise: the rise and rise of educational
consultancy, the growth of private (for profit) involvement in
provision of educational goods and services and the increasing
consolidation of networks of influence in the promotion of 'best
practice' are affecting policy decisions. Through these
developments, the nature of knowledge is altered, along with the
relationship between knowledge and politics. Knowledge in this
context is co-constructed: it is not disciplinary knowledge, but
knowledge that emerges in the sharing of experience. This book
provides a global snapshot of a changing educational world by
giving detailed examples of a fundamental shift in the governing
and practice of education learning by: * Assessing approaches to
the changing nature of comparative knowledge and information *
Tracking the translation and mobilisation of these knowledges in
the governing of education/learning; * Identification of the key
experts and knowledge producers/circulators/translators and
analysis of how best to understand their influence; * Mapping of
the global production of these knowledges in terms of their range
and reach the interrelationships of actors and their effects in
different national settings. Drawing on material from around the
world, the book brings together scholars from different backgrounds
who provide a tapestry of examples of the global production and
national reception and mediation of these knowledges and who show
how change enters different national spaces and consider their
effects in different national settings.
Bourdieu's theory of social fields is one of his key contributions
to social sciences and humanities. However, it has never been
subjected to genuine critical examination. This book fills that gap
and offers a clear and wide-ranging introduction to the theory. It
includes a critical discussion of its methodology and relevance in
different subject areas in the social sciences and humanities. Part
I "theoretical investigations" offers a theoretical account of the
theory, while also identifying some of its limitations and
discussing several strategies to overcome them. Part II "Education,
culture and organization" presents the theory at work and
highlights its advantages and disadvantages. The focus in Part III
devoted to "The State" is on the formation and evolution of the
State and public policy in different contexts. The chapters show
the usefulness of field theory in describing, explaining and
understanding the functioning of the State at different stages in
its historical trajectory including its recent redefinition with
the advent of the neoliberal age. A last chapter outlines a
postcolonial use of the theory of fields.
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