2014
DOI: 10.1080/03050068.2014.907644
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A complex web of education policy borrowing and transfer: Education for All and the Plan for the Development of Education in Brazil

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Cited by 6 publications
(3 citation statements)
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References 24 publications
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“…Academic flocking partners, and consequently their associated knowledge resources, are equal. Unlike knowledge transfer (Collins and Allender 2013 ; Rambla 2014 ) or borrowing (Auld and Morris 2014 ; Zufi 2018 ) in the context of education, in academic flocking neither partner is viewed as the sole knowledge producer or recipient. Academic flocking develops responsive education innovations by mobilising existing joint knowledge resources in responses that are relevant to particular contexts and cultures of research partners.…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Academic flocking partners, and consequently their associated knowledge resources, are equal. Unlike knowledge transfer (Collins and Allender 2013 ; Rambla 2014 ) or borrowing (Auld and Morris 2014 ; Zufi 2018 ) in the context of education, in academic flocking neither partner is viewed as the sole knowledge producer or recipient. Academic flocking develops responsive education innovations by mobilising existing joint knowledge resources in responses that are relevant to particular contexts and cultures of research partners.…”
Section: Discussionmentioning
confidence: 99%
“…From an emancipatory, democratising methodological stance and through a resilience theoretical lens, we argue that academic flocking differs from traditional knowledge transfer (Collins and Allender 2013 ; Rambla 2014 ) and educational borrowing (Auld and Morris 2014 ; Mukhopadhyay and Sriprakash 2011 ; Zufi 2018 ). A premise of both these approaches to knowledge sharing is that a knowledge holder, with best practice knowledge bases, distribute quality resources to knowledge recipients, by implication with lower quality resources (Ungar 2018 ).…”
mentioning
confidence: 96%
“…It is more than once noted (Finnan & Levin, 2000;Rambla, 2014) that these taken-for-granted beliefs and assumptions in the local contexts might in time become a vast and complex 'web' that prevents the teaching and learning practices in classrooms from change.…”
Section: Competitive Assessment Context (In Chc)mentioning
confidence: 99%