Jeremy Rappleye

Educational Policy Transfer in an Era of Globalization: Theory - History - Comparison (eBook, PDF)

• Format: PDF

Produktbeschreibung

As education becomes increasingly global, the processes and politics of transfer have become a central focus of research. This study provides a comprehensive analysis of contemporary theoretical and analytical work aimed at exploring international educational reform and reveals the myriad ways that globalization is now fundamentally altering our dominant conceptions. It illustrates how transfer has emerged to play a central part in policy formation processes worldwide, but also reveals critical differences between developed countries and aid-dependent developing states. This substantial breadth, combined with a level of empirical depth absent from current research, opens up new vistas through which to understand globalization, educational policy formation, and the modalities of transfer. In doing so, the book pushes for a reevaluation of several core assumptions of transfer and educational research more generally.

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Produktdetails

• Verlag: Peter Lang GmbH, Internationaler Verlag der Wissenschaften
• Erscheinungstermin: 28. Juni 2012
• Englisch
• ISBN-13: 9783653014778
• Artikelnr.: 52935688

Autorenporträt

Jeremy Rappleye is a Research Fellow at the University of Tokyo. His earlier research focused on the politics of transfer and cross-national attraction, with particular reference to the United States, China and Japan. More recently, he has examined the historical development and contemporary movement of different educational paradigms globally and their effects.

Inhaltsangabe

Contents: Educational Policy Formation - Policy Transfer - Globalization Debates - Comparative Education - Modern and Late Modern Education Paradigms - World Culture Theory - Systems Theory - Oxford Transfer Models - History of Transfer - Borrowing - Two-Step Transfer - Donors and International Aid - Civil Society - Decentralization.

Rezensionen

«[Jeremy Rappleye's] book is highly recommended to readers. It is an eloquent discussion of one of the most challenging issues in comparative studies today.» (John Allison, International Review of Education 60.1, 2014)