Bureaucratic, Corporate/market and Network Governance: Shifting Spaces for Gender Equity in Education

Abstract

Education as a field of policy, research and practice has been reconfigured over four decades by economic, social and cultural globalization in conjuncture with neoliberal policies premised upon markets and new managerialism. One effect has been shifting boundaries between, and understandings of what constitutes the public and the private with regard to the role of the state vis-á-vis the formation of gendered subjectivities and civil society and the gendering of public-private relations in and between family and work. Drawing on feminist readings of Bourdieu and critical policy sociology, I consider the implications of a move from bureaucratic educational governance framed by state welfarism to corporate or market governance framed by the post-welfare state, and consider whether particular constructions of globalization and corporate/market governance lead to network governance. Network governance, it is argued, is premised on new forms of sociality and institutional reconfigurations of knowledge-based economies and a spatialized state that coordinates rather than regulates multiple public-private providers. The question is how each mode of governance frames various possibilities and problems for gender equity in education.A rguably, there has been a radical restructuring of relations between education, the state and the individual in many nation states during the late 20 th century (Blackmore and Sachs, 2007). These changing relations have multiple derivations and legacies, arising in part from the intensification of uneven flows of people, goods, services, ideas and money that characterizes

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