Globalizing Education Policy

Rizvi, Fazal; Lingard, Bob

doi:10.4324/9780203867396

Cited by 770 publications

(734 citation statements)

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“…Given the English context can be 'described as the most "advanced" in Europe in terms of data production and use' (Ozga, 2009, p. 149), the concomitant rise in policy-as-numbers (Rose, 1999) in education policy-making (Lingard, 2011) and increased processes of policy-borrowing across national contexts (Rinne & Ozga, 2011;Rizvi & Lingard, 2010), the ways in which education is governed via data in England serves as an example for policy-makers in other European countries of how tightly controlled governance processes can be effected. In a context in which populations are increasingly subject to, and subjecting themselves to, evaluation and measurement in response to conceptions of global competitiveness, these processes of enumeration further reinforce the value and validity of quantitative data as a principal indicator of educational attainment.…”

Section: Resultsmentioning

confidence: 99%

“…Strong emphases on accountability and accountancy form part of a neoliberal imaginary which effectively limits the pedagogies enacted (Rizvi & Lingard, 2010), and encourage rationing of education by limiting investment in those areas deemed most institutionally beneficial, with significantly detrimental implications for the most marginalised (Gillborn & Youdell, 2000;Saltmarsh & Youdell, 2004).…”

Section: The Challenge and Challenging Of Audit Practicesmentioning

confidence: 99%

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‘Managing’ Managerialism: The Impact of Educational Auditing on an Academic ‘specialist’ School

Hardy

2012

European Educational Research Journal

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Abstract:This paper seeks to nuance arguments about the impact of broad policy technologies of auditing processes upon teachers' practices by providing empirical evidence of the effects of such processes, in context. Specifically, the paper draws upon a cross-section of teachers' accounts of schooling practices in a specialist, academicallyoriented secondary school and languages college in the British Midlands to reveal the complex ways audit practices influence teachers' work, professional development and student learning under current policy conditions. The paper reveals that teachers endeavoured to actively 'manage' audit processes by strategically focusing upon student needs, and critiquing and problematising the more superficial aspects of performance management, systemic inspections, and a narrow focus upon academic results. However, even as these tactics were employed, there was also evidence of a simultaneous focus upon simply 'managing' to cope, particularly when audit processes added considerable pressure upon teachers to improve students' test scores, and when they encouraged conditions antithetical to more educative concerns. This sometimes had dramatic effects upon student and teacher learning and teacher identity. Capturing this empirical complexity, in the context of specific schooling settings, provides evidence to nuance the more general literature on educational auditing, including in European and other transnational settings, and existing understandings of such practices at local sites more generally

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Section: Resultsmentioning

confidence: 99%

Section: The Challenge and Challenging Of Audit Practicesmentioning

confidence: 99%

‘Managing’ Managerialism: The Impact of Educational Auditing on an Academic ‘specialist’ School

Hardy

2012

European Educational Research Journal

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“…First, the reconfiguration of the state as a result of techniques associated with New Public Management and subsequently through the rise of network governance has left governments with new problems concerning how to govern public systems. Part of this reconfiguration has concerned the use of education policy to 'steer at a distance' the work of schools and school systems (Rizvi and Lingard 2010;Ball 2012). In particular, school systems around the world have invariably turned to standardised testing to produce data with which schools and individuals can be held to account (Lingard et al 2016).…”

Section: Expertisementioning

confidence: 99%

“…The increased influence of these organisations in Australian education mirrors experiences in the USA and UK, where non-government organisations are wielding increasing influence over policy development and enactment processes (Ball and Junemann 2012;Medvetz 2012;Reckhow 2013). The rise of think tanks and edubusinesses is symbolic of new and complex forms of governance, characterised by the formation of new policy networks and communities of expertise, new transnational policy discourses and new knowledge flows (Rizvi and Lingard 2010;Ball 2012). These new forms of governance pose complex questions about how we understand the nature and role of 'the state' in education policy production, as an increased plurality of actors and organisations seeks to exert influence over political and policy processes.…”

Section: Introductionmentioning

confidence: 99%

Introduction

2015

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This paper conceptualises think tanks and edu-businesses in relation to education policy work in the Australian polity. It situates the enhanced influence of both in relation to the restructured state, which has lost some key capacities in relation to the generation of research and ideas for policy. This restructuring has been strongly influenced by the techniques of new public management, the auditing of education through national and international testing and new forms of network governance, which have opened up spaces for the increased influence of think tanks and edubusinesses across the policy cycle in education. We see here the workings of a 'polycentric state'. The paper also considers changing concepts of 'evidence', 'expertise' and 'influence' in respect of the involvement of think tanks and edu-businesses in circulating policy ideas and affecting policy development in Australian education. This introduction to this special issue of The Australian Educational Researcher serves as a provocation to further research on this new policy scenario.

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“…TIMSS, PISA) highlight the problem of under-achievement in mathematics in an intensified form. The linking of performance targets with comparative survey results also focuses the attention of policy-makers and researchers alike on schools' curriculum and assessment practices (Rizvi & Lingard, 2010).…”

Section: Introductionmentioning

confidence: 99%