Reviewing diverse sites, including the US, Cambodia, Israel, Poland, Chile, Australia, and Brazil, this book considers how schooling systems are being influenced by the rise of external actors who increasingly determine the content, delivery, and governance of education.

Foreword - Gita Steiner Khamsi Introduction - Miri Yemini, Claire Maxwell, Christopher Lubienski 1. Collective parental involvement: an in-between actor - Audrey Addi-Raccah 2. When teachers become the external actor: private tutoring and endogenous privatisation in Cambodia - Hang M. Le and D. Brent Edwards, Jr. 3. Cross-sectoral alliances in charter schools: the role of boards of directors from for-profit and non-profit sectors - Charisse Gulosino and Elif Şişli Ciamarra 4. A communitarian framework for understanding the relations between schools and NGOs - Izhar Oplatka 5. PISA for sale? Creating profitable policy spaces through the OECD’s PISA for Schools - Steven Lewis and Bob Lingard 6. Historical reconfigurations of internal/external actors in Danish educational testing practices - Christian Ydesen 7. A short history of external agency involvement within education in contemporary Poland - Mikołaj Herbst 8. New philanthropy in the heterarchical governance of education in Brazil - Marina Avelar 9. Venture philanthropy and the rise of external actors in Australian education - Emma Rowe 10. Power struggle in education policy change: the role of knowledge actors in structural reforms in Chile - Dante Castillo-Canales and Javier González Díaz Conclusion - Christopher Lubienski, Claire Maxwell, Miri Yemini

• This international collection compares the impact of external actors (private companies, NGOs, parent organisations, philanthropies) on school systems across the globe, including in Cambodia, Israel, Poland, Chile, Australia, Brazil and the US; • Research into the third sector in education is limited, and this book offers a unique comparative consideration of the entities that shape schooling; • The authors identify the various ‘contexts’ in which different kinds of external actors emerge and considers the factors that facilitate or limit the influence they can have on education.