The Rise of External Actors in Education: Shifting Boundaries Globally and Locally

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The Rise of External Actors in Education: Shifting Boundaries Globally and Locally
Copyright information
Table of contents
List of figures and tables
Notes on contributors
Foreword
	References
Introduction
	References
1 Collective parental involvement: an in-between actor
	Introduction
	Parental involvement
	Collective parental involvement
	Parental collective involvement in Israel
	The position of liminality
	Case 1: Parents collectively organising within a school
		Motives/targets
		Activities
			In school
			Out of school
		Influences
	Case 2: Parents’ involvement at the locality level
		Motives/targets
		Activities and strategies
			Within the movement: building a community
			Relations with external actors
			Influence
	Conclusion
	References
2 When teachers become the external actor: private tutoring and endogenous privatisation in Cambodia
	Introduction
	Privatisation and neoliberal mindsets: discussion of key concepts
	Context: Cambodia and private tutoring
	Findings
		Motivations to Participate in Rien Kuo
		Impact on curriculum and pedagogy
		Shifts in teacher-student relations
		Teachers self-entrepreneurship
		Students’ self-responsibilisation
	Discussion
	Conclusion
	Notes
	References
3 Cross-sectoral alliances in charter schools: the role of boards of directors from for-profit and non-profit sectors
	Introduction
	Theoretical perspectives on for-profit and non-profit involvement in charter schools
	Data and classification of directors
	School boards’ role in creating cross-sectoral affiliations
		For-profit and non-profit expertise on charter school boards: director-level statistics
		Representation of for-profit and non-profit sectors on charter school boards: school-level statistics
		Directors’ sectoral affiliations and charter school characteristics
		Academic outcomes
	Discussion and directions for future research
	Note
	References
4 A communitarian framework for understanding the relations between schools and NGOs
	Introduction
	The importance of community
	School-NGO relations: a communitarian view
		NGOs need to differentiate between global and local spheres of influence
		Why communities should become involved in education reform and provision
		Community involvement in NGOs and ways to ensure their public legitimacy
	Promoting the communitarian approach to NGO work in countries across Africa: its necessary application
	References
5 PISA for sale? Creating profitable policy spaces through the OECD’s PISA for Schools
	Introduction
	Contextualising the OECD’s education work
	OECD’s PISA for Schools
	Theoretical framework: policy networks and power-topologies
	PISA for Schools and third-party actors: findings
		‘Building capacity’: enhancing OECD engagement with stakeholders
		‘Voluntary contributions’: promoting a user-pays approach
	Conclusion
	Notes
	References
6 Historical reconfigurations of internal/external actors in Danish educational testing practices
	Introduction
		Pursuing a historical perspective
		Identifying a relevant case
	Methodology and chapter structure
	The interwar period
		Actors of the Danish testing agenda
		The discursive landscape
		Aiming to reconfigure the Danish field of education
		Organisational infrastructure and support
	Cold War period
		An international outlook
		A shifting discursive landscape and new opportunities for testing practices
	Concluding discussion
	Note
	References
7 A short history of external agency involvement within education in contemporary Poland
	Introduction
	The legacy of the old order and the decentralisation of education in Poland
	From homogeneity to diversity
	External actors as reformers of education
	External agents and marketisation of schooling
	Preserving rural schools or improving educational standards
	Homeschooling and quasi-schooling: a new phenomenon in Polish education
	Conclusion
	Notes
	References
8 New philanthropy in the heterarchical governance of education in Brazil
	Introduction
	New philanthropy in the heterarchical governance of education
	How new philanthropy works in the Brazilian heterarchical governance of education
		Discursive work: changing meanings in education
		Relational work: connecting business, philanthropy, and education
		Institutional work: formalising discourses and relationships in heterarchies
	Final remarks: new philanthropy and the blurring of lines between external and internal actors
	References
9 Venture philanthropy and the rise of external actors in Australian education
	Introduction
	Setting the context for the rise of external actors: Australia as a useful case study
	Following policy: philanthropy in schooling
	Following the person: the corporate lawyer and mobilising education reform
	Theorising external actors and networks as currency
	Concluding discussion
	Appendix
	Note
	References
10 Power struggle in education policy change: the role of knowledge actors in structural reforms in Chile
	Introduction
	Theoretical framework
		Institutional change
		The role of knowledge actors in institutional change
		Modes of knowledge utilisation
	Methodological strategy
	Chilean context: the national ecosystem of research, development, and innovation
		National ecosystem of research, development, and innovation in education
	Two public policies: the Preferential Student Subsidy Law and the Inclusion Law
	Results and findings
	Final remarks and research implications
	Notes
	References
Conclusion: Complexity and intentionality of external actors in education
	Questions, significance, and future directions
	References
Index
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