Globalizing Education Policy PDF
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Globalizing Education Policy and Fazal Rizvi Bob Lingard Globalizing Education Policy Inwhatwayshavetheprocessesofglobalizationreshapedtheeducationalpolicyterrain? Howmightweanalyseeducationpolicieslocatedwithinthisnewterrain,whichisatonce local,national,regionalandglobal? Overthepasttwodecades,educationalsystemsthroughouttheworldhaveundergonesig- nificantchangesassystemscontinuetointerpretandrespondtotheever-changingeconomic, social and political contexts within which education takes place. Educational policies have beendeeplyaffectedbythesedevelopments,asnationalgovernmentshavesoughttorealign theireducationalprioritiestowhattheyperceivetobetheimperativesofglobalization. InGlobalizingEducationPolicy,theauthorsexplorethekeyglobaldriversofpolicychangein education and suggest that these do not operate in the same way in all nation-states. They examinethetransformativeeffectsofglobalizationonthediscursiveterrainwithinwhichedu- cationalpoliciesaredevelopedandenacted,arguingthatthisterrainisincreasinglyinformed byarangeofneo-liberalpreceptswhichhavefundamentallychangedthewaysinwhichwe think about educational governance. They also suggest that whilst in some countries these preceptsareresisted,tosomeextent,theyhavenonethelessbecomehegemonic.Thebookpro- videsanoverviewofsomecriticalissuesineducationalpolicytowhichthishegemonicviewof globalizationhasgivenrise,including: • devolutionanddecentralization • newformsofgovernance • thebalancebetweenpublicandprivatefundingofeducation • accessandequityandtheeducationofgirls • curriculumparticularlywithrespecttotheteachingofEnglishlanguageandtechnology • pedagogiesandhigh-stakestesting • theglobaltradeineducation. Theseissuesareexploredwithinthecontextofthemajorshiftsinglobalprocessesandideo- logical discourses currently being negotiated by all countries. The book also outlines an approachtoeducationpolicyanalysisinanageofglobalizationandwillbeofinteresttothose studyingglobalizationandeducationpolicyacrossthesocialsciences. FazalRizviisaProfessorintheDepartmentofEducationalPolicyStudies,UniversityofIlli- noisatUrbana-Champaign,USA. Bob Lingard is a Professorial Research Fellow in the School of Education, University of Queensland,Australia. Globalizing Education Policy Fazal Rizvi and Bob Lingard Firstpublished2010 byRoutledge 2ParkSquare,MiltonPark,Abingdon,OxonOX144RN SimultaneouslypublishedintheUSAandCanada byRoutledge 711T hirdA venue,NewYork,NY10017 RoutledgeisanimprintoftheTaylor&FrancisGroup,aninformabusiness ©2010FazalRizviandBobLingard. TypesetinGaramondbySaxonGraphicsLtd,Derby Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedor utilisedinanyformorbyanyelectronic,mechanical,orothermeans,now knownorhereafterinvented,includingphotocopyingandrecording,orinany informationstorageorretrievalsystem,withoutpermissioninwritingfrom thepublishers. BritishLibraryCataloguinginPublicationData AcataloguerecordforthisbookisavailablefromtheBritishLibrary LibraryofCongressCataloginginPublicationData Rizvi,Fazal,1950- Globalizingeducationpolicy/FazalRizviandBobLingard. p.cm. Includesbibliographicalreferencesandindex. 1.Educationandstate.2.Educationandglobalization.I.Lingard,Bob. II.Title. LC71.R592009 379—dc22 2009016869 ISBN10:0-415-41625-6(hbk) ISBN13:978-0-415-41625-2(hbk) ISBN10:0-415-41627-2(pbk) ISBN13:978-0-415-41627-6(pbk) ISBN10:0-203-86739-4(ebk) ISBN13:978-0-203-86739-6(ebk) ForPatricia Rizvi and Carolynn Lingard Contents Acknowledgements viii Preface ix 1 Conceptionsofeducationpolicy 1 2 Perspectivesonglobalization 22 3 Globalizingeducationpolicyanalysis 44 4 Educationpolicyandtheallocationofvalues 71 5 Curriculum,pedagogyandevaluation 93 6 Fromgovernmenttogovernance 116 7 Equitypoliciesineducation 140 8 Mobilityandpolicydilemmas 161 9 Imaginingotherglobalizations 184 References 203 Index 221 Acknowledgements Weviewthisbookasasequeltoabookwewrotemorethan12yearsago,with Miriam Henry and Sandra Taylor. And although Miriam and Sandra have not collaboratedonthisbook,itwouldnothavebeenpossiblewithouttheringing inourearsoftheirvoicesandwisdom.Thisbookhasbenefitedgreatlyfromthe commentsofourstudentsattheUniversityofIllinoisatUrbana-Champaignin the United States, the University of Edinburgh in Scotland, the University of SheffieldinEnglandandtheUniversityofQueenslandinAustralia.Fazalwould liketothankhisstudentsintheIllinoisprogrammeinGlobalStudiesinEdu- cation, particularly Jason Sparks, Laura Engel, David Rutkowski, Viviana Pitton, Rodrigo Britez, Esther Kim, Gabriela Walker, Ergin Balut, Daniel Taseema,RushikaPatel,JamesThayerandShivaliTukdeo.Hewouldalsolike to acknowledge the support and wise counsel he has received from his Illinois colleagues: Michael Peters, Tina Besley, Nick Burbules, Linda Tabb, Nicole Lamers, Garret Gietzen, James Anderson, Walter Feinberg, Bill Cope, Mary Kalantzis, Jan Nedeveen Pieterse and Cameron McCarthy. Bob would like to thank the students in his policy classes at the Universities of Sheffield, Edin- burghandQueensland,aswellashisrecentdoctoralstudents,especiallyGeor- gina Webb, Kentry Jn Pierre, Shaun Rawolle, Ian Hardy, Hazri bin Jamil, FarahShaikandSajidAliandhiscolleaguesatthoseuniversities.Inparticular, hewouldliketothankShereenBenjamin,SotiriaGrek,MartinLawn,Pamela Munn, Jenny Ozga, Lindsay Paterson, David Raffe, Sheila Riddell, Lyn Tett and Gaby Weiner at the University of Edinburgh, Wilf Carr, Jennifer Lavia, JackieMarsh,JonNixonandPatSikesatSheffieldUniversityandMartinMills andPeterRenshawattheUniversityofQueensland.Ourgratitudealsogoesto our friends at Routledge: Anna Clarkson, who unfailingly supported this project,evenasweaskedforextensions,andalsoCatherineOakley,forheredi- torialsupport.SincerethanksalsotoGlendaMcGregor,whoproofreadvarious versionsofthetext,toStephenHeimanswhoproofreadthepenultimateversion ofthebook,toIanHextallwhoreadtheentiremanuscriptandcommentedon it, to Holly Chen and Minglin Li, who helped with the reference list, and to RebeccaDonohuewhoassistedwithformatting.Finallythisbookisdedicated toPatriciaRizviandCarolynnLingard,whohavetoleratedandsupportedour livesasgloballymobileacademics. Preface In 1997, together with Miriam Henry and Sandra Taylor, we published a book on education policy studies called Educational Policy and the Politics of Change.Thebookwasdesignedtoexaminethewaysinwhicheducationpoli- cies are developed and can be analysed, within the broader context of the politics of change. We explored the ways in which particular interests were servedbypublicpoliciesineducation,andsuggestedthateducationalpolicy analysis was an inherently political activity. We argued that through public policies the state laid out a framework which guided educational practices but did not wholly determine them. Education policies were articulated at various levels of specificities; some were merely symbolic, while others had morematerialconsequences,suchastheredistributionofresourcesoralloca- tionofauthoritystructuresandvaluepositions.Throughpublicpolicies,the state expressed its value preferences, either as an expression of democratic choicesofacommunityorinsteeringthatcommunity’sexpectations.Butwe insistedthatjustaspoliciesembodyparticularvalues,sodoestheiranalysis. Policyanalysis,wemaintained,servednumerouspurposes,fromprovidingan environmentalscanforthedevelopmentofpolicyoptionstoevaluatingtheeffec- tivenessofparticularpolicies.Muchdependsonthereasonsforundertakingpolicy research, and on the terms of reference set. Sometimes a distinction is made between analysis for policy, which contributes to actual policy production, and analysisofpolicy,whichisamoreacademicandcriticalactivity.Academicresearch into the political processes of policy development, analysis of policy, is likely to differ markedly, for example, from consultancy work conducted to determine policyoptionsortoholdparticularinstitutionsaccountable,orfromresearchcon- ducted by policymakers located inside the educational bureaucracy, analysis for policy. The tasks allocated to policy analysts thus determine, to a significant extent, how the context in which the policy was developed is interpreted, the theoreticalandmethodologicalresourcesthatareused,andtherecommendations thatarearticulated.Thelocationofthepolicyanalystissignificant.Analysiscon- ductedbytheloneacademicresearcher,positionedwithinauniversity,islikelyto adopt a different approach from someone working with a team of evaluators withinanorganization,suchasalargebureaucracy.Thisisnottosaythatthere arenogeneralstandardsforassessingthequalityofpolicyresearch,butsimplyto notethatthenatureoftheanalyticaltaskundertaken,thelocationoftheanalysts
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