The Global Politics Of Educational Borrowing And Lending

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Matthias P. Making Identity Count. Ted Hopf. Global Politics. Anthony G. Preserving the Public in Public Schools. In order to bring to the fore the spatiality of state power, I have found the account of Ferguson et al. Ferguson et al. It is a powerful container of social and political life that not only sits above, but also encompasses in a series of radiating circles outward, from the family to the system of nation states.

As Ferguson et al. Such metaphors are powerful ideas; in relation to the national state, they reinforce a view of the state as possessing higher functions reason, control, capacity for regulation which are productive of social and political life. If verticality and encompassment capture the geometry of state power in the modern nation state, what is the geography of the contemporary state?

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Theoretical work is still in its early stages, largely because this new geography has not yet stabilized Jessop For the moment let me point to two somewhat different lines of work emerging that may prove to be fruitful for the study of the globalization of education policy. The first focuses attention on the rescaling of the state Brenner , which has paralleled the rescaling of capital accumulation.

Scales in this work are argued to be sites for political struggle as well as one of their key mechanisms and outcomes MacLeod et al.

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This leads to the question of what post-national statehood might look like, and what might be the implications of this for education policy. While the notion of the post-national in work by Jessop and Brenner is argued to be a tendential rather than a substantive concept, both make it clear that it does not mean the national is marginalized, but that the national itself is being redefined in relation to the other scales.

The reading of Jessop and Brenner of the transformation of state space resonates with a growing body of work on the globalization of education, where it is possible to see education policies as simultaneously constitutive of new scales that contain newer social actors and relations such as Europe, the European citizen, the European Higher Education Area, and so on , as well as being platforms from which to advance projects of rule, and projects that concern themselves with the development of globally-competitive education systems and subjectivities.

A rather different kind of analysis of the geography of contemporary state power in modern western neoliberal economies comes from John Allen et al. They argue that while Brenner stretches the language of scale to take account of a new institutional complexity that views multi-scalar power relations as multiple, overlapping, tangled and so on, in 47 their view it does not quite grasp the changing geography of state power.

They stress that it is not extensivity of reach that characterizes the new geography of state power but intensivity, serving to disrupt what is near or far, in turn loosening our sense of defined times and distances. They add:. State hierarchies, together with private agencies, partnerships and supranational institutions may, in that sense, be seen as part of a geographical assemblage of distributed authority in which power is continually being renegotiated. Public-Private-Partnerships — dense linkages that include state, local forms, transnational organisations, venture philanthropists — are one example of this reworking of institutional boundaries, sectors and the redistribution and reassembling of authority.

However, future work will need to ensure that assemblages are not simply viewed as a coincidental, contingent activity. Rather, assemblages will have their own forms of structural and strategic selectivity that produce and reproduce education sectors, forms of labour, learning and subjectivities.

These assemblages can be viewed as having particular territorial regimes, ones that need to be traced out in detail, including how modes of rule and claims to rights are navigated and negotiated. In education sectors, these include a new array of scopic systems, networks and hierarchical systems, crisscrossing, overlapping and extending out from particular meeting places.

As a result, authority and sovereignty is no longer fused with the national scale but rather is unevenly spread. Finally, in the education sector at least, both extensivity and intensivity characterize the new geography of state power, and these are not mutually exclusive categories. This chapter set out to explore researching global education policy in ways that aim to avoid the cul-de-sacs that dog many explanations.

This is a challenging and ambitious project, and the works reviewed in this chapter have made a significant contribution. However, I have argued there is more to do, and that an account that is critical, processual and relational might help advance the project further.

A critical account is attentive to discursive and material power, and the new forms of uneven spatial development that are the outcome of policy mobility. In arguing for a processual approach, I want to point to the risks and political consequences of failing to historicize our accounts of transformations in the education sector, or inadvertently allowing ourselves to be seduced by arguments that everything has changed and that now nothing is fixed in either meaning, sites or sources of power and authority.

Rather, our challenge must be to identify and trace out the sites, actors, institutions, scales, technologies of rule and consequences of the new assemblages of education policymaking and practice which increasingly include private forms of authority mobilized by powerful players. A processual account would be attentive to the new and different ways in which points of fixity, bordering and ordering are taking place in the education sector, as well as the changing spatiality of state power. And, like Allen and Cochrane, I do not believe that the state is not a presence in our everyday lives.

Far from it! The state has increasingly acquired for itself a new range of scales from which to act, as well as new tools and means of governing. In combination, this new spatiality of state power strategically advances educational projects that shape the lives and subjectivities of each of us, albeit it in contested and mediated ways. Our analytic accounts of global education policy must also be relational in three senses, first in a strategic sense, in that policy is advanced in order to secure particular projects and interests. They overlap as well as interpenetrate one other. We see this very clearly at the current time with intense financialisation of the education section, on the one hand, and the attempt to construct education as a trading sector on the other.

Education finds itself caught in the swirl of other flows, and the object and target for new points of fixity. It is relational in a third sense, and that is that policies that are being globalized enter into locations that are themselves circuits of flows anchored in social relations. Global education policy interventions not only generate potential frictions but might, as Sassen argues, result in the emergence of new logics, and new tipping points, in turn altering the nature and shape of the education sector.

In asking what difference the global makes, it is clear that it does in this way. Not only have the sites and sources of authority been dispersed away from the national, but the state itself — and with it education as a public service — has been transformed. What are the consequences of these developments, particularly in relation to whose interests are advanced? These are clearly empirical questions and ones that deserve urgent attention.

Find in Library Allen , J. Antipode , 42 5 , — Find in Library Amin , A. Theory, Culture and Society , 14 , 2 , — Oxford : Polity. Find in Library Appadurai , A. Find in Library Balibar , E. PMLA , , 1 , 71—8. Bartlett , L. Find in Library Brenner , N. Cambridge J. Find in Library Bude , H. European Journal of Social Theory , 13 , 4 , — Find in Library Carney , S. Comparative Education Review , 53 , 1 , 63— Steiner-Khamsi and F.

London and New York : Routledge. Find in Library Cerny , P. Global Governance , 7 , 4 , — Find in Library Dale , R. Find in Library Ferguson , J. American Ethologist , 29 , 4 , — Find in Library Friedman , T. Find in Library Harvey , D. London and New York : Verso. Find in Library Heyman , J. Anthropological Theory , 9 , — Find in Library Jessop , B. London : Polity. Find in Library Knorr Cetina , K. Rossi ed. New York : Springer , pp.


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Find in Library Lukes , S. Lukes ed. Oxford : Blackwells , pp. Find in Library MacLeod , G. Progress in Human Geography , 23 , — Find in Library Marginson , S. Comparative Education Review , 45 , 4 , — Find in Library Markusen , A. Economic Geography , 72 , 3 , — Back 0 Marked Mark Options.


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Holdings In. Subjects subject. Education and globalization--Cross-cultural studies. Education and state--Cross-cultural studies. Education--Social aspects--Cross-cultural studies. Educational planning--Cross-cultural studies. More Details added author. Steiner-Khamsi, Gita. A Look Inside Table of Contents. Foreword p. All Rights Reserved.