Showing papers by "Susan L. Robertson published in 2013"

The social justice implications of privatisation in education governance frameworks: a relational account

Abstract: This paper explores the social justice implications of two, ‘linked’, governance developments which have been instrumental in reshaping many education systems throughout the world: the ‘privatising’ and ‘globalising’ of education (Klees, Stromquist, & Samoff, 2012). We argue that such education governance innovations demand an explicit engagement with social justice theories, both in themselves, and as offering an opportunity to address issues of social justice that go beyond the re/distribution of education inputs and outputs, important though these are, and which take account of the political and accountability issues raised by globalising of education governance activity. To do this we draw upon Iris Marion Young’s concept of ‘the basic structure’ and her ‘social connection model’ of responsibility (Young, 2006a,b) to develop a relational account of justice in education governance frameworks.

As implicações em justiça social da privatização nos modelos de governança da educação: um relato relacional

Abstract: Este artigo explora as implicacoes em justica social de dois desenvolvimentos de governanca "relacionados" que foram instrumentais para a reforma de muitos sistemas educacionais em todo o mundo: a "privatizacao" e a "globalizacao" da educacao (KLEES; STROMQUIST; SAMOFF, 2012). Argumento que tais inovacoes em governanca educacional demandam um engajamento explicito as teorias de justica social, tanto nelas proprias como uma oportunidade para abordar questoes de justica social que vao alem da re/distribuicao das contribuicoes e dos resultados da educacao, embora estes sejam importantes, e que levam em consideracao questoes politicas e de prestacao de contas, levantadas pela globalizacao da atividade de governanca educacional. Para tanto, resgato o conceito de "estrutura basica", de Iris Marion Young, e o seu "modelo de conexao social" de responsabilidade (YOUNG, 2006a; 2006b), para desenvolver um relato relacional da justica em modelos de governanca educacional.

“Situando” os professores nas agendas globais de governança

Abstract: This paper examines the current focus on teacher policies and practices by a range of global actors, and explores what this means for the governance of teachers in national education systems states. Through an historical and contemporary reading of the ways global actors seek to govern teachers, I argue an important shift in the locus of power to govern has taken place. I show how the mechanisms of global governance of teachers are being transformed, from 'education as (national) development' and 'norm setting', to 'learning as (individual) development' and 'competitive comparison'. Yet despite tendencies toward a convergence of agendas amongst these global actors, we can nevertheless observe important differences between them, as well as on the national settings influence. I conclude by examining the limits and possibilities of governing at a (global) distance, as well as the contradictions and cleavages inherent in neoliberal framings of teacher policies to realise the good teacher.

Globalization, universities and the knowledge economy: critique and challenges for a knowledgeable society

Abstract: This work introduces some remarks on ‘knowledge’ as an organizing idea for the creation of a new kind of knowledge-based economy. The role of the international agencies, in particular the Organization for Economic and Cooperative Development (OECD), the World Bank, the World Trade Organization (WTO) and the World Economic Forum (WEF), is analyzed. The particular role of the universities, as producers of ‘entrepreneurial’ labor for the economy, creators of intellectual property, being thus merely a services sector (along with health, finances etc.) within a knowledge-based economy is studied. It is argued that what is critically needed is the development of alternative ideas for the university which may challenge this narrow economic conception of the university.