The Emergence of Cambodian Civil Society within Global Educational Governance: A Morphogenetic Approach to Agency and Structure

Autor/inn/en	Edwards, D. Brent, Jr.; Brehm, William C.
Titel	The Emergence of Cambodian Civil Society within Global Educational Governance: A Morphogenetic Approach to Agency and Structure
Quelle	In: Journal of Education Policy, 30 (2015) 2, S.275-293 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2014.970235
Schlagwörter	Foreign Countries; Educational Administration; Global Approach; Educational History; Sociocultural Patterns; Administrative Organization; Governance; International Organizations; Educational Policy; Cambodia + Suchen Sie Ihr Suchwort? Ausland; Bildungsverwaltung; Schuladministration; Schulverwaltung; Globales Denken; History of education; Bildungsgeschichte; Soziokulturelle Theorie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; International organisation; International organisations; International organization; Internationale Organisation; Politics of education; Kambodscha
Abstract	This paper uses Margaret Archer's morphogenetic approach to analyze the emergence of civil society within global educational governance. The purpose is to understand the intersection of historical structures with global actors and spaces that have accompanied the globalization of education. Based on findings from a study on the impact in Cambodia of the Civil Society Education Fund--sponsored by the Global Campaign for Education--we first identify the relevant sociocultural, political-economic, and governance structures within which the politics of education is embedded in Cambodia. Then, we detail the relational processes through which Cambodian civil society has been able to join and, in so doing, modify the structures of education governance. The value of the morphogenetic approach is its treatment of time--that is, the way that it temporarily separates structure and agency in order to make possible an analysis of the dynamics of global education governance. While this approach is not new, we suggest that a morphogenetic approach can help in understanding the ways actors come together to create the processes and co-constitute the spaces through which existing educational structures and policies are made and remade across time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10