The Oxford Handbook of Education and Globalization (Oxford Library of International Social Policy)

"The categories commonly mobilized to think about education have long been associated with the notion of the nation state, and functioned as obstacles, rather than resources, for our understanding of how globalization plays out in this particular field. In the last two decades, both social theory and comparative politics have attempted to overcome these limitations in their own way. Social theory increasingly acknowledged education as a global phenomenon. Theories have been developed to describe a global society evolving across borders. They show how, through processes that remain debated (cultural isomorphism, capitalism, functional differentiation), a number of structural and semantic evolutions have spread across education systems. Part I of this Handbook is dedicated to presenting, discussing, and comparing three such theories of globalization and their implications for our understanding of education and education policy. Comparative politics has for its part concerned itself with developing a more complex, less unified and 'transformationalist' view of the State by acknowledging the fragmentation and distribution of its functions among distinct domains and levels. Part II gravitates around this global constellation, with chapters focusing on global reforms, norms and ideas put forward by supranational organizations, on international accountability processes and on the ways in which nation states or local actors adopt, implement or resist global ideas and reforms. The two Parts reflect these disciplinary approaches to the relation between globalization and education. Together, these two approaches seek to provide a comprehensive overview of how globalization and education interact to result in distinct and varying outcomes across world regions"-- Provided by publisher Cover Series the Oxford Handbook of Education and Globalization Copyright Contents Preface List of Contributors Part I Social Theory, Globalization, and Education Introduction to Part I Section I: Culture, Globalization, and Education 1. Globalizing Nation States and National Education Projects 2. An Anthropological Perspective on Globalization and Schooling 3. Historical Institutionalism in Education and Globalization 4. Education in a Postliberal World Society 5. World Culture, Education, and Organization 6. Globalization, New Institutionalisms, and the Political Dimension 7. Globalization, Cultural Logics, and the Teaching Profession 8. Higher Education and Organizational Theory: Systems, Fields, Markets, and Populations in an Increasingly Global Context Section II: Structural Approaches to Globalization in Education 9. The Globalization of Expertise?: Epistemic Governance, Quantification, and the Consultocracy 10. Globalization, Personalization, and the Learning Apparatus 11. Field Theory Beyond the Nation State 12. Inclusive Education, Globalization, and New Philosophical Perspectives on Social Justice 13. Globalization, Uncertainty, and the Returns to Education Over the Life Course in Modern Societies 14. Globalization of Education and the Sociology of Elites 15. Mobilizing Whiteness: Race, Futurity, and Globalization of Higher Education Section III: Systems Theory, Globalization, and Education 16. Education in a Functionally Differentiated World Society 17. Education Reform as a Global Phenomenon 18. The Rats Under the Rug: The Morphogenesis of Education in a Global Context 19. Redrawing What Counts as Education: The Impact of the Global Early Childhood Education Program on German Kindergarten 20. The University as a World Organization 21. Small Worlds: Homeschooling and the Modern Family Part II Policy Challenges and Implications of Global Pressures on National Education Systems Introduction to Part II Section IV: International Organizations and Education Policy 22. The Expansion of Education in and Across International Organizations 23. The OECD’s Boundary Work in Education in the United States and Brazil: A Historical Comparative Analysis of Two Federal States 24. Playing God: Education Data Visualizations and the Art of World-​Making Section V: The Responses of National Education Systems to Global Pressures 25. The PISA Pendulum: Political Discourse and Education Reform in the Age of Global Reference Societies 26. Why Globalization Hardly Affects Education Systems: A Historical Institutionalist View 27. Policy Advice and Policy Advisory Systems in Education 28. The Formation and Development of a Norwegian Accountability System Section VI: The Massification of Secondary Education 29. Diffusion of Mass Education: Pathways to Isomorphism 30. The Politics of Equality in Secondary Education Across Wealthy Postwar Democracies 31. Examining the Impact of Educational Reforms on Schooling and Competences in PIAAC 32. Educational Expansion and Inequality: School in Italy in the Second Part of the 20th Century Section VII: Globalization of Higher Education and Science 33. Can Non-​Western Countries Escape From Catch-​Up Modernity? The Troubling Case of Japan’s Education Reforms in a Global Era 34. The Global Scale in Higher Education and Research 35. The Globalization of Science: The Increasing Power of Individual Scientists 36. China’s Responses to Globalization and Higher Education Reforms: Challenges and Policy Implications 37. Reforming Higher Education in India in Pursuit of Excellence, Expansion, and Equity 38. The Rehabilitation of the Concept of Public Good: Reappraising the Attacks From Liberalism and Neoliberalism From a Poststructuralist Perspective Section VIII: Latin America 39. Educational Challenges in Latin America: An Outline From Conquest to COVID-​19 40. Technocrats and Unions in the Politics of Reforming Teacher Careers in Colombia and Peru 41. Subnational Variations in Education and Policy Innovation in Argentina 42. Economic Globalization and Evolution of Education Spending in the Brazilian Federation, 2013–​2019 43. Does Globalization Reward Education? Evidence for Mexico 44. Factious Education Politics in Chile, 1981–​2021: Enduring Contention Over Privatization, Inequality, and Quality Index The categories commonly mobilized to think about education have long been associated with the notion of the nation state and have functioned as obstacles, rather than resources, for our understanding of how globalization plays out in this particular field. In the last two decades, both social theory and comparative politics have attempted to overcome these limitations in their own way. Social theory increasingly acknowledged education as a global phenomenon. Theories have been developed to describe a global society evolving across borders. They show how, through processes that remain debated (cultural isomorphism, capitalism, functional differentiation), a number of structural and semantic evolutions have spread across education systems. Part I of this Handbook is dedicated to presenting, discussing, and comparing three such theories of globalization and their implications for our understanding of education and education policy. Comparative politics has for its part concerned itself with developing a more complex, less unified, and “transformationalist” view of the state by acknowledging the fragmentation and distribution of its functions among distinct domains and levels. Part II gravitates around this global constellation, with chapters focusing on global reforms, norms, and ideas put forward by supranational organizations, on international accountability processes and on the ways in which nation states or local actors adopt, implement, or resist global ideas and reforms. The two parts reflect these disciplinary approaches to the relation between globalization and education. Together, these two approaches seek to provide a comprehensive overview of how globalization and education interact to result in distinct and varying outcomes across world regions Globalization has become one of the most recurrent concepts in social and political sciences. More often than not, however, the concept is handled without much of a properly articulated theory capable of explaining its historical origin and expansion. For education researchers attempting to elucidate how global changes and processes affect their field of study, this situation is problematic. The Oxford Handbook on Education and Globalization brings together in a unique way leading authors in social theory and in political science and reflects on how these two distinct disciplinary approaches deal with the relation between globalization and education. Part I develops a firmer and tighter dialogue between social theory, long concerned with theories of globalization, and education research. It presents, discusses, and compares three major attempts to theorize the process of globalization and its relation to education: the neo-institutionalist theorization of world culture, the materialist and domination perspectives, and Luhmann's theory of world society. Part II analyses the political and institutional factors that shape the adoption of global reforms at the national and local level of governance, emphasizing the role of different contexts in shaping policy outcomes. It engages with the existing debates of globalization mainly in the field of public policy and comparative politics and explores the social, political, and economic implications of globalization for national systems of education, their organizations, and institutions.