Globalization, privatization, marginalization: Mapping and assessing connections and consequences in/through education

Main Article Content

Abstract

This special issue brings together scholars who are working on new aspects of the intersection and implications of globalization, privatization, and marginalization. While globalization’s relationship to education has been of great interest to scholars (e.g., Dale, 1999; Green, 1997; Rizvi & Lingard, 2009; Steiner-Khamsi, 2004; Verger, Novelli, & Kosar-Altinyelken, 2018). While the relationship between globalization and various forms of privatization has received significant attention (e.g., Adamson, Astrand, & Darling-Hammond, 2016; Ball, 2009, 2012; Carnoy, 1999; Mohamed & Morris, 2019; Robertson, Mundy, Verger, & Menashy, 2012; Verger, Lubienski, & Steiner-Khamsi, 2016), we seek to extend scholarship in these areas by examining the current connections and continuing consequences of both globalization and privatization for marginalization in/through education, as well as the ways in which the latter (marginalization) creates opportunities for the former (globalization and privatization). Exploring the relationships among globalization, privatization, and marginalization is vitally important for scholars not only because they are related in multiple yet, we argue, insufficiently understood ways, but also because their relations have real consequences for education policy and practice and for the exacerbation of marginalization itself in and through education. As the introductory essay for the special issue, this article (a) presents a framework for understanding the connections among globalization, privatization, and marginalization in relation to education; (b) distills, visually presents, and expands upon the dialectical connections evident “in” and “through” the cases that make up the special issue; and (c) emphasizes a number of lessons for the globalization-privatization-marginalization nexus.

 

Downloads

Download data is not yet available.

Article Details

How to Cite
Edwards Jr., D. B., & Means, A. (2019). Globalization, privatization, marginalization: Mapping and assessing connections and consequences in/through education. Education Policy Analysis Archives, 27, 123. https://doi.org/10.14507/epaa.27.5091
Section
Globalization, Privatization, Marginalization
Author Biographies

D. Brent Edwards Jr., University of Hawai‘i at Mānoa

D. Brent Edwards Jr. is an Associate Professor of Theory and Methodology in the Study of Education at the University of Hawai‘i at Mānoa. He has over ten years of experience as an educator, researcher, and scholar of education policy. In his scholarship, he applies political economy perspectives to (a) the examination of the global governance of education and (b) the origins, spread and effects of global education policies. In particular, Brent focuses on the ways that a range of international organizations affect the politics and processes of policymaking and policy implementation. Geographically, these areas of focus have led to research projects on education in many countries across Latin America, Southeast Asia, and Africa. His recent books include The trajectory of global education policy: Community-based management in El Salvador and the global reform agenda and Global education policy, impact evaluations, and alternatives: The political economy of knowledge production (both with Palgrave MacMillan). He also has a forthcoming co-edited special issue of Educational Policy entitled “School choice policy and politics around the globe: Sociological contributions.”

Alexander Means, University of Hawai‘i at Mānoa

Alexander Means is an Assistant Professor of Educational Policy with Global Perspectives in the Department of Educational Foundations, University of Hawaiʻi at Mānoa. He is the author most recently of Learning to Save the Future: Rethinking Education and Work in the Era of Digital Capitalism (Routledge, 2018); Educational Commons in Theory and Practice: Global Pedagogy and Politics (Palgrave, 2017); and The Wiley Handbook of Global Education Reform (Wiley-Blackwell, 2018). His research examines educational policy and organization in relation to political, economic, cultural, technological, and social change.