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This book represents a set of critical analyses of educational
reforms where issues of transnational governance are of vital
concern. It focuses on different aspects of, and practices in
educational reform-making, and in particular on governing
techniques and the working of new agencies such as supranational
and multinational organizations. In addition, the book examines
contemporary issues of immigration/immigrants in the politics of
schooling, by reflecting on matters of migration, and
problematizing how concepts such as exclusion and abjection make
the migrants appear "failed", "insufficient" and even "dangerous".
The book provides theoretical insights into critical relations
between knowledge and power, governance and governmentality, and
notions concerning educational systems, as well as how these are
compared. The central themes of the book are models for organizing
and reflecting on transnationalization and educational reforms. In
its discussion of those themes, the focus lies on changing
conceptions of education and the educational system; on how school
or teacher education is adapting to discourses of effectiveness and
efficiency; and on their transformation according to standardized
templates. Such changing conceptions define the meanings of
education and educational progress; they are important for the
identification and analysis of educational knowledge, and for
critical discourses on education in society.
International statistical comparisons of nations have become
commonplace in the contemporary landscape of education policy and
social science. This book discusses the emergence of these
international comparisons as a particular style of reasoning about
education, society and science. By examining how international
educational assessments have come to dominate much of contemporary
policymaking concerning school system performance, the authors
provide concrete case studies highlighting the preeminent role of
numbers in furthering neoliberal education reform. Demonstrating
how numbers serve as 'rationales' to shape and fashion social
issues, this text opens new avenues for thinking about
institutional and epistemological factors that produce and shape
educational policy, research and schooling in transnational
contexts.
International statistical comparisons of nations have become
commonplace in the contemporary landscape of education policy and
social science. This book discusses the emergence of these
international comparisons as a particular style of reasoning about
education, society and science. By examining how international
educational assessments have come to dominate much of contemporary
policymaking concerning school system performance, the authors
provide concrete case studies highlighting the preeminent role of
numbers in furthering neoliberal education reform. Demonstrating
how numbers serve as 'rationales' to shape and fashion social
issues, this text opens new avenues for thinking about
institutional and epistemological factors that produce and shape
educational policy, research and schooling in transnational
contexts.
Have recent efforts to restructure education resulted in actual
improvement? Lindblad (education, Uppsala U.), Popkewitz
(education, U. of Wisconsin-Madison) and contributors take a global
look at the democratization of education on an international level,
describing the consequences and controversies caused not only in
the education community but
European welfare institutions such as education and health care are
restructuring their organisations in terms of decentralisation,
deregulation, privatization and so forth. As a consequence
professional positions and demands on professional competencies in
these institutions are in transition. At the same time European
societies are changing in different ways, e.g. in terms of a
"knowledge society" as well as in demographic and cultural changes.
Professionals such as teachers and nurses are meeting such changes
in their work with students and clients. Thus, there is a need to
study these transitions and changes. Here we are doing this from a
"bottom-up" perspective where we are comparing experiences in
different institutional and national contexts. This study combines
two kinds of narrative research; a study of the systemic narratives
produced by governments who are restructuring educational systems
and the life history narratives of those professionals working
within those systems and their perspectives on ongoing
restructuring.
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