Jeremy Rappleye

TL;DR: The authors argue that such research, while failing to support its own claims, actually produces world culture, as its assumptions and parameters create the very image of consensus and homogeneity that world culture theorists expect scholars to accept in faith.

TL;DR: In this article, the authors report findings from two original studies that invalidate these statistical claims and contribute to a more rigorous global discussion on education policy, as well as call attention to the fact that the new global policy regime is founded on flawed statistics.

TL;DR: The year 2015 was significant for the arena of international development, as UNESCO's Education for All agenda was replaced by Education 2030, which would identify minimum standards of education qu... as mentioned in this paper.

TL;DR: In this article, the authors look at three recent publications in the emerging field of education and conflict and explore an apparent gap between theory and practice in the field, pointing out areas where the practitioner-directed Bank publication and the more academic works do and do not intersect, attempting to indicate areas where bridges may be built.

TL;DR: In this article, the authors highlight some of the current methodological issues surrounding how to analyze and understand educational transfer with particular reference to cross-national attraction, and propose a new interpretive framework.