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Critical Analyses of Educational Reforms in an Era of Transnational Governance

  • Book
  • © 2018

Overview

Editors:
  1. Elisabeth Hultqvist

    1. Department of Education, Stockholm University, Stockholm, Sweden

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  2. Sverker Lindblad

    1. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden

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  3. Thomas S. Popkewitz

    1. Department of Curriculum and Instruction, University of Wisconsin–Madison, Madison, USA

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  • Offers a critical analysis of educational reforms, transnationalization, and transnational governance
  • Focuses on questions that often go unnoticed in studies of educational change and its politics
  • Explores how governing has changed through more explicit international agencies and technologies of measurement

Part of the book series: Educational Governance Research (EGTU, volume 7)

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Table of contents (16 chapters)

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Keywords

About this book

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.

 

Editors and Affiliations

  • Department of Education, Stockholm University, Stockholm, Sweden

    Elisabeth Hultqvist

  • Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden

    Sverker Lindblad

  • Department of Curriculum and Instruction, University of Wisconsin–Madison, Madison, USA

    Thomas S. Popkewitz

Bibliographic Information

  • Book Title: Critical Analyses of Educational Reforms in an Era of Transnational Governance

  • Editors: Elisabeth Hultqvist, Sverker Lindblad, Thomas S. Popkewitz

  • Series Title: Educational Governance Research

  • DOI: https://doi.org/10.1007/978-3-319-61971-2

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2018

  • Hardcover ISBN: 978-3-319-61969-9Published: 02 November 2017

  • Softcover ISBN: 978-3-319-87203-2Published: 28 August 2018

  • eBook ISBN: 978-3-319-61971-2Published: 20 October 2017

  • Series ISSN: 2365-9548

  • Series E-ISSN: 2365-9556

  • Edition Number: 1

  • Number of Pages: XI, 280

  • Number of Illustrations: 4 b/w illustrations

  • Topics: International and Comparative Education, Educational Policy and Politics, Administration, Organization and Leadership

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