Increasingly, it is not just the state that determines the content, delivery, and governance of education. The influence of external actors has been growing, but the boundaries between internal and external have become blurred and their partnerships have become more complex.
This book considers how schooling systems are being influenced by the rise of external actors, including private companies, non-governmental organisations, parent organisations, philanthropies, and international assessment frameworks. It explores how the public, private, and third sectors are becoming increasingly intertwined. Introducing new theoretical frameworks, it examines diverse sites – including Cambodia, Israel, Poland, Chile, Australia, Brazil, and the United States – to study the role of policies, institutions, and contextual factors shaping the changing relationships between those seeking to influence schooling.
Table des matières
Foreword – Gita Steiner Khamsi
Introduction – Miri Yemini, Claire Maxwell, Christopher Lubienski
1. Collective parental involvement: an in-between actor – Audrey Addi-Raccah
2. When teachers become the external actor: private tutoring and endogenous privatisation in Cambodia – Hang M. Le and D. Brent Edwards, Jr.
3. Cross-sectoral alliances in charter schools: the role of boards of directors from for-profit and non-profit sectors – Charisse Gulosino and Elif Şişli Ciamarra
4. A communitarian framework for understanding the relations between schools and NGOs – Izhar Oplatka
5. PISA for sale? Creating profitable policy spaces through the OECD’s PISA for Schools – Steven Lewis and Bob Lingard
6. Historical reconfigurations of internal/external actors in Danish educational testing practices – Christian Ydesen
7. A short history of external agency involvement within education in contemporary Poland – Mikołaj Herbst
8. New philanthropy in the heterarchical governance of education in Brazil – Marina Avelar
9. Venture philanthropy and the rise of external actors in Australian education – Emma Rowe
10. Power struggle in education policy change: the role of knowledge actors in structural reforms in Chile – Dante Castillo-Canales and Javier González Díaz
Conclusion – Christopher Lubienski, Claire Maxwell, Miri Yemini
A propos de l’auteur
Claire Maxwell is Professor in Sociology at the University of Copenhagen, Denmark.
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