Curriculum, policy & globalization
Date
2011
Authors
Clarence, K.T.
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Journal article
Citation
Curriculum Inquiry, 2011; 41(1):57-61
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Abstract
Globalizing Education Policy brings issues of globalization strongly to the fore on the field of policy study and analysis. The book’s focus on policy analysis insists that a globalized policy environment requires renewed considerations of methodology which critically take into account effects of a “neoliberal‐dominated globalization.”1 The intention of the book is to provide policy scholars with a renewed introduction to education policy studies in a global imaginary. The authors have drawn on their combined years of experience as policy researchers, actors and evaluators in international settings to develop the core argument of the book: that increased policy steering by transnational organisations such as the European Union (EU) and Organisation for Economic Co‐operation and Development (OECD) is having a homogenizing effect on education policy through increased “policy borrowing” which blurs “global” boundaries. They argue that an effect of “policy borrowing” over time has been the reconfiguring of roles and authority structures of nation‐states.
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Rights
Copyright 2011 by The Ontario Institute for Studies in Education of the University of Toronto