Recent Articles


Marginalisation in education systems: The Programme for International Student Assessment (PISA) and the failure discourse around the Italian education system
Rogério Gonçalves de Freitas, Vera Lucia Jacob Chaves, Hajime Takeuchi Nozaki
The Organisation for Economic Cooperation Development (OECD) created the Programme for International Student Assessment (PISA) as a political actor in global education through a logic of governance by numbers (Grek, 2009). This article discusses how PISA has became a major showcase for the OECD as an assessment tool par excellence while also producing marginalisation discourses. By approaching...

“A problem they don’t even know exists”: Inequality, poverty, and invisible discourses in Teach First New Zealand
Sam Oldham, Katherine Crawford-Garrett
This research draws on qualitative data collected in Aotearoa New Zealand over a six-month period to examine the ways in which participants in Teach First New Zealand (TFNZ), an affiliate of Teach for All, discuss issues of poverty and educational underachievement in their teaching contexts. Findings from this study suggest that broad discursive patterns tended to prevail among TFNZ...

Globalization, privatization, marginalization: Mapping and assessing connections and consequences in/through education
D. Brent Edwards Jr., Alexander Means
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...

“Glocalisation” doctrine in the Israeli Public Education System: A contextual analysis of a policy-making process
Yuval Dvir, Claire Maxwell, Miri Yemini
In 2016, the Israeli Ministry of Education (MoE) issued a policy document recommending six new doctrines for pedagogical development at schools. Amid those is ‘Glocalism’, aimed at addressing the global/local mix within the schooling system. Given the lack of a declared internationalization policy in Israel and its highly nationalistic curricula, this direction may constitute a first attempt...

Education governance and privatization in Portugal: Media coverage on public and private education
Fátima Antunes, Sofia Viseu
This paper aims to discuss recent changes in Portugal’s education policy. Portugal offers an interesting scenario to study the different ways the economic crisis has brought new opportunities to strengthen the privatization agenda. We specifically focus on media coverage and the contractualization of education services with private schools through ‘association contracts’. In the 1980s the...

Private encroachment through crisis-making: The privatization of education for refugees
Hang Minh Le
How has education for refugees been shaped by broader dynamics of educational privatization? This paper argues that the invoking of the ‘refugee crisis’ narrative has been a crucial force in facilitating the privatization of this sector. The urgency of crisis helps to naturalize private actors’ participation in refugees’ education as equal partners to host governments, multilateral agencies,...

State-wide implementation of edTPA in preparation for high-stakes testing: A mixed-methods study of the concerns of edTPA coordinators
Joyce E. Many, Ruchi Bhatnagar, Carla Tanguay, Shaneeka Favors-Welch, Clarice Thomas, Susan Ophelia Cannon, Tamra Ogletree, Jihye Kim, Shannon Howrey, Sohyun An, Karen Kurz, Judi Wilson
This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’...

The difficulty of implementing teaching-based competencies in Spain
Onofre Ricardo Contreras Jordán, Irene González-Martí, Pedro Gil-Madrona
This article addresses one of the key aspects of the latest educational reform carried out in Spain: teaching oriented to the development of competencies. The objective of this study is to know the difficulties of Spanish teachers to adapt to the competency model. To do this, a qualitative research methodology was used through interviews and a discussion group with 32 participants (principals,...

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