New scalar politics: Implications for education policy

Lingard, Bob and Rawolle, Shaun (2011) New scalar politics: Implications for education policy. Comparative Education: an international journal of comparative studies, 47 4: 489-502. doi:10.1080/03050068.2011.555941

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Author Lingard, Bob
Rawolle, Shaun
Title New scalar politics: Implications for education policy
Journal name Comparative Education: an international journal of comparative studies   Check publisher's open access policy
ISSN 0305-0068
1360-0486
Publication date 2011-01-01
Sub-type Article (original research)
DOI 10.1080/03050068.2011.555941
Volume 47
Issue 4
Start page 489
End page 502
Total pages 14
Place of publication Oxon, United Kingdom
Publisher Routledge
Collection year 2012
Language eng
Abstract This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation state as the unit of analysis, and also worked with ‘methodological nationalism’. The paper argues that globalisation has witnessed a rescaling of educational politics and policymaking and relocated some political authority to an emergent global education policy field, with implications for the functioning of national political authority and national education policy fields. This rescaling and this reworking of political authority are illustrated through two cases: the first is concerned with the impact of a globalised policy discourse of the ‘knowledge economy’ proselytised by the OECD and its impact in Australian policy developments; the second is concerned explicitly with the constitution of a global education policy field as a commensurate space of equivalence, as evidenced in the OECD’s PISA and educational indicators work and their increasing global coverage. The paper indicatively utilises Bourdieu’s ‘thinking tools’ to understand the emergent global education policy field and suggests these are very useful for doing comparative education policy analysis.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Education Publications
 
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Citation counts: TR Web of Science Citation Count  Cited 40 times in Thomson Reuters Web of Science Article | Citations
Scopus Citation Count Cited 55 times in Scopus Article | Citations
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Created: Tue, 22 Nov 2011, 18:51:55 EST by Claire Backhouse on behalf of School of Education