New Scalar Politics: Implications for Education Policy

Autor/inn/en	Lingard, Bob; Rawolle, Shaun
Titel	New Scalar Politics: Implications for Education Policy
Quelle	In: Comparative Education, 47 (2011) 4, S.489-502 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2011.555941
Schlagwörter	Social Sciences; Social Science Research; Global Education; Educational Policy; Global Approach; Policy Analysis; Politics of Education; Higher Education; Comparative Education; Educational Indicators; Foreign Countries; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Social scientific research; Sozialwissenschaftliche Forschung; Globales Lernen; Politics of education; Bildungspolitik; Globales Denken; Politikfeldanalyse; Educational policy; Hochschulbildung; Hochschulsystem; Hochschulwesen; Vergleichende Erziehungswissenschaft; Educational indicato; Bildungsindikator; Ausland; Australien
Abstract	This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with "methodological nationalism". The paper argues that globalisation has witnessed a rescaling of educational politics and policymaking and relocated some political authority to an emergent global education policy field, with implications for the functioning of national political authority and national education policy fields. This rescaling and this reworking of political authority are illustrated through two cases: the first is concerned with the impact of a globalised policy discourse of the "knowledge economy" proselytised by the OECD and its impact in Australian policy developments; the second is concerned explicitly with the constitution of a global education policy field as a commensurate space of equivalence, as evidenced in the OECD's PISA and educational indicators work and their increasing global coverage. The paper indicatively utilises Bourdieu's "thinking tools" to understand the emergent global education policy field and suggests these are very useful for doing comparative education policy analysis. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10