The book provides theoretical insights into critical relations between knowledge and power, governance and governmentality, and notions concerning educational systems, as well as how these are compared. The central themes of the book are models for organizing and reflecting on transnationalization and educational reforms. In its discussion of those themes, the focus lies on changing conceptions of education and the educational system; on how school or teacher education is adapting to discourses of effectiveness and efficiency; and on their transformation according to standardized templates. Such changing conceptions define the meanings of education and educational progress; they are important for the identification and analysis of educational knowledge, and for critical discourses on education in society.
Table des matières
1. Introduction: Critical Analyses of Educational Reforms in an Era of Transnational Governance; Elisabeth Hultqvist, Sverker Lindblad, Thomas S. Popkewitz.- First section: Studies of transnational governance of education .- 2. Narrating and relating educational reform and Comparative Education; Robert Cowen.- 3. Reforming Education: The Spaces and Places of Education Policy and Learning; Bob Lingard.- Second section: Educational reforms and transnationalization .- 4. Education Governance by Results? On communication in a performative turn in Swedish Education; Sverker Lindblad.- 5. Educational restructuring and social boundaries – School choices and consumers of education; Elisabeth Hultqvist.- 6. Becoming Fit For Transnational Comparability. Exploring challenges in Danish and Swedish teacher education reforms; John Benedicto Krejsler, Ulf Olsson and Kenneth Petersson.- 7. Killing two birds with one stone: Globalizing Switzerland by Harmonizing the Cantonal Systems of Education in the Aftermath of PISA; Daniel Tröhler.- Third section: Making Kinds of People as the Imperatives of education: The practice of Governing the Educational Subjects .- 8. Reform and Making Human Kinds: The Double Gestures of Inclusion and Exclusion in the Practice of Schooling; Thomas S. Popkewitz.- 9. The transnational phenomenon of individual planning in response to pupil diversity: a paradox in educational reform; Ines Alves.- 10. Re-figuring the European student: Mixed transnational feelings; Maarten Simons.- 11. Student Centeredness and Learning from a Perspective of History of the Present; Ulf Olsson, Kenneth Petersson and John Benedicto Krejsler.- 12. Governing the intermediary spaces. Reforming school and subjectivities through liminal motivational technologies; Helle Bjerg and Dorthe Staunæs.- 13. Digital Technologies in the Classroom: A global educational reform?; Ines Dussel.- Fourth section: Migration and population flows .- 14. When the Other Arrives at School; Fernando Hernández-Hernández and Juana M. Sancho-Gil.- 15. A Manifestación to Disinvent Mundus’ Authoritarian Regimes and The Categorial Imperative of Hospitality; Ligia Lopez Lopez.- 16. Migration as a method: Deterritorializing the “floating children” in contemporary China; Lei Zheng.
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