Global-National Networks in Education Policy Primary Education, Social Enterprises and ‘Teach for Bangladesh’
Produktdetaljer
Biografisk notat
Rino Wiseman Adhikary is Alfred Deakin Postdoctoral Research Fellow at Deakin University, Australia.
Bob Lingard is a Professorial Fellow at the Australian Catholic University, Australia and Emeritus Professor in Education at the University of Queensland, Australia.
Ian Hardy is Associate Professor in the School of Education at The University of Queensland, Australia.
The world (of policy) is changing, and this poignant book highlights some of the many ways that policy networks, imaginaries, imbrications, and actors are coalescing to reconstitute the field of education.
Matthew A.M. Thomas, Senior Lecturer in Comparative Education and Sociology of Education, University of Sydney, Australia
The book masterfully documents the birth of a new type of NGO: one that is closer to the political elites than to the people. The global <i>Teach for All </i>movement recruits university graduates to become social entrepreneurs who will eventually reform or revamp the public sector. In a country that gained international acclaim for the mother of all NGOs – BRAC – and its vast number of community-based NGOs, the success story of <i>Teach for Bangladesh </i>is even more astounding. The authors draw on their case study to illustrate key concepts in comparative policy studies, globalization studies, and sociology of education.
Gita Steiner-Khamsi, Professor of Education, Teachers College, Columbia University, USA
This book provides a richly detailed empirical investigation of the way <i>Teach for Bangladesh</i> is reconfiguring the Bangladeshi public sector. The authors challenge a binary of methodological nationalism and globalism, identifying, and conceptualising, new spatialities and temporalities of globalisation that the field of comparative education urgently needs to recognise.
Kalervo N. Gulson, Professor of Education, University of Sydney, Australia
Set against the backdrop of globalization and global philanthropy, this book offers new perspectives on the sociological dynamics and governance implications of ‘social entrepreneurial’ policy in education. It examines the spatialities, relationships and culture that powerfully mediated the making and localisation of 'Teach for Bangladesh'.
This globalised and philanthropy-backed reform model is based on 'Teach for America/All' (TfA) which promotes social entrepreneurial solutions to educational problems across continents. The authors demonstrate how TfB's policy model travelled through networks of diaspora, finance, technology and media and became established in Bangladesh through complex policy work. The book documents empirical research from Bangladesh to draw out broader implications in relation to education policy-making and policy content in today’s globalizing world. The book also contributes to ongoing debates in contemporary comparative education about North-South dialogue, policy mobility and transfer, philanthrocapitalism, and international teacher education.
Lists of Figures
Series Editors’ Foreword
Acknowledgements
List of Abbreviations
1. Teach For Bangladesh: Rethinking Comparative Policy Research in Education
2. Theorising Policy Mobilities in Education
3. Changing Governance of Primary Education in Bangladesh
4. Social-Enterprising the Public Sector in Bangladesh
5. Governing Teacher Education as Social Enterprise Through Teach For Bangladesh
6. Learning from Researching Teach For Bangladesh as Social Enterprise
References
Index
This series aims to extend the traditional discourse within the field of Comparative and International Education by providing a forum for creative experimentation and exploration of alternative perspectives. As such, the series welcomes scholarly work focusing on themes that have been under-researched and under-theorized in the field but whose importance is easily discernible. It supports works which theoretical grounding is centered in knowledge traditions that come from the Global South, encouraging those who work from intellectual horizons alternative to the dominant discourse. The series takes an innovative approach to challenging the dominant traditions and orientations of the field, encouraging interdisciplinarity, methodological experimentation, and engagement with relevant leading theorists.
Editorial Board:
Jason Beech (Universidad de San Andrés, Argentina)
Rimli Bhattacharya (University of Dehli, India)
Manuel Castells (University of Southern California, USA)
Rey Chow (Duke University, USA)
Robert Cowan (University of London, UK)
Walter Dawson (International Christian University, Japan)
Inés Dussel (Cinvestav, Mexico)
Chua Being Huat (National University of Singapore, Singapore)
Jane Kenway (Monash University, Australia)
Marianne Larsen (Western University, Canada)
N’Dri Assie Lumumba (Cornell University, USA)
Zsuzsanna Millei (University of Newcastle, Australia; University
of Tampere, Finland)
Sarah Nuttall (University of the Witwatersrand, South Africa)
Miguel Pereyra (University of Granada, Spain)
Thomas Popkewitz (University of Wisconsin-Madison, USA)
Boaventura de Sousa Santos (University of Coimbra, Portugal)
Kathleen Stewart (University of Texas, Austin, USA)
Produktdetaljer
Biografisk notat
Rino Wiseman Adhikary is Alfred Deakin Postdoctoral Research Fellow at Deakin University, Australia.
Bob Lingard is a Professorial Fellow at the Australian Catholic University, Australia and Emeritus Professor in Education at the University of Queensland, Australia.
Ian Hardy is Associate Professor in the School of Education at The University of Queensland, Australia.