Showing papers by "Susan L. Robertson published in 2017"
TL;DR: In this article, the authors explore a less well-examined aspect of time in relation to higher education and the academy; that of "time-future" and explore the multiple ways in which time-future is mobilised.
22 citations
01 Sep 2017
TL;DR: The teaching profession has been the subject of international political debates for decades, though until more recently, this was largely around the conditions of work in sub/national settings and in relation to those agencies that might ensure teacher professionalism.
Abstract: The teaching profession has been the subject of international political debates for decades, though until more recently, this was largely around the conditions of work in sub/national settings and in relation to those agencies that might ensure teacher professionalism The argument put by international organizations such as the World Bank (2012), the Organisation for Economic Cooperation and Development (OECD), and UNESCO is that teachers can, and should, play a key role in developing the requisite 'human capital' for the global knowledge economy The OECD have developed and implemented a Teaching and Learning International Survey (TALIS) to address this policy issue TALIS is part of the OECD's family of indicator-based data-sets which also includes for example the Program for International Student Assessment (PISA) and the Program for the International Assessment of Adult Competencies (PIAAC) This chapter shows that the indices and items in the TALIS questionnaires suggest that TALIS involves a bias toward constructivist pedagogy and the flexibilization of teachers' work
20 citations
TL;DR: This paper used the global trade negotiations and agreements, which include education sectors as potentially tradable services, to show the complex processes at work in making global education markets, including reimagining and offering alternative narratives to the idea of education as a public service, reformatting of the education into the language of trade and legal documents; the use of devices, such as forecasting to represent the gains to be had into the future of trade agreements, or dispute settlement mechanisms to manage claims; and the strategic use of space and time as political resources to minimise frictions and lock in a
Abstract: This paper uses the global trade negotiations and agreements, which include education sectors as potentially tradable services, to show the complex processes at work in making global education markets. Drawing on the work of Jens Beckert and others, I focus on the micro-processes of making capitalist orders and the challenges at hand in bringing decommodified sectors, like education, with distinctly different narratives to sustain their purpose. These processes include reimagining and offering alternative narratives to the idea of education as a public service; the reformatting of the education into the language of trade and legal documents; the use of devices, such as forecasting to represent the gains to be had into the future of trade agreements, or dispute settlement mechanisms to manage claims; and the strategic use of space and time as political resources to minimise frictions and lock in a preferred future for investors. I conclude by arguing that the ongoing circulation of alternative narr...
16 citations
15 citations
TL;DR: In this paper, the authors explore the methodological challenges in comparing education policies in a globalizing world by sketching out the contours of the changes that have taken place in the governance of education systems as a result of global processes.
Abstract: This paper explores the methodological challenges in comparing education policies in a globalizing world. It will be developed in the following ways. We begin with sketching out the contours of the changes that have taken place in the governance of education systems as a result of global processes and the challenges to presents us with regarding how we study, and compare, education policies. We do this by way of four ‘isms’ which we problematise as litmusses of global educational change. We then raise the question of comparison, and point to two conflicting ways that it can be used in studying education policy. In the final section of the paper we offer three (not exhaustive) methodological reflections – each with a different dimension through which to explore global education processes – time, space, and logics of governing in education policymaking.
13 citations