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"Lingard, Bob"
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Policy as numbers : ac/counting for educational research
This article provides an account and a critique of the rise of the contemporary policy as numbers phenomenon and considers its effects on policy and for educational research. Policy as numbers is located within the literatures on numbers in politics and the statistics/state relationship and, while recognising the longevity of the latter relationship, it is argued that the governance turn and neoliberalism have strengthened the role of numbers in contemporary education policy. This phenomenon is situated in the contemporary 'structure of feeling', which sees politics reduced to managing the everyday and the evisceration of a progressive imaginary. The article then documents the impact within education, focusing both on the emergent global education policy field and on the national agenda in Australian schooling and the related rise of 'gap talk', both globally and nationally. The article concludes by drawing out some implications for educational research, suggesting that educational researchers are also being positioned by policy as numbers. [Author abstract]
Journal Article
The OECD and the expansion of PISA: new global modes of governance in education
This paper examines the expansion of the OECD's Programme for International Student Assessment (PISA) and associated growth in the influence of the OECD's education work. PISA has become one of the OECD's most successful 'products' and has both strengthened the role of the Directorate for Education within the organization and enhanced the significance of the organization in education globally. We provide an overview of the OECD, including organizational changes in response to globalization and the changing place of the Directorate for Education within the organization, particularly with the development of PISA in the late 1990s. We show how the OECD is expanding PISA by broadening the scope of what is measured; increasing the scale of the assessment to cover more countries, systems and schools; and enhancing its explanatory power to provide policy-makers with better information. The OECD has also developed the Programme for International Assessment of Adult Competencies (PIAAC) and PISA-based Tests for Schools, which draw on the PISA template to extend the influence of its education work to new sites. The paper draws on data from 33 interviews with past and present personnel from the OECD, the International Association for the Evaluation of Educational Achievement (IEA) and the English and Australian education systems, as well as analysis of relevant OECD documents. We argue that PISA, and the OECD's education work more broadly, has facilitated new epistemological and infrastructural modes of global governance for the OECD in education.
Journal Article
Looking East: Shanghai, PISA 2009 and the reconstitution of reference societies in the global education policy field
This paper examines the outstanding performance of Shanghai, China on PISA 2009 and its effects on other national systems and within the global education policy field. The OECD's PISA is helping to create this field by constituting the globe as a commensurate space of school system performance. The effects of Shanghai's success are considered in three other national contexts: the USA, England and Australia. We combine (a) analysis of data from more than 30 research interviews with senior policy actors at the OECD, the IEA and within Australia and England; and (b) document analysis of policy speeches, commissioned research reports and media coverage from the three national contexts. Shanghai's performance in PISA 2009 produced a global 'PISA-shock' that has repositioned this system as a significant new 'reference society', shifting the global gaze in education from Finland to the 'East' at the beginning of the so-called 'Asian century'.
Journal Article
Think Tanks, 'policy experts' and 'ideas for' education policy making in Australia
This paper provides a case study of the Centre for Independent Studies (CIS) in Australia with a focus on its education policy work, specifically the report, School funding on a budget (SFoB). CIS is a conservative right wing advocacy think tank, established in 1976 in the aftermath of the Whitlam government's policy activism, framed by classical liberalism or neoliberalism with a provenance in the political economy of Hayek and Friedman. As such, it is committed to smaller government, individual responsibility and more market driven solutions to social problems. CIS gives more emphasis to academic research than other think tanks of its kind. This paper theorises think tanks as hybrid, boundary spanning organisations that work across academic, media, political and economic fields. An argument is proffered that it is the restructured state, with its loss of research capacity and fast policy making, which has strengthened opportunities for think tank influence across the policy cycle in education. With SFoB, CIS used a political moment, the first Abbott federal government budget focused on 'budget repair', to argue a case for reducing government educational expenditure as a percentage of GDP in the long term. That policy moment was used for recommending the abolition of the federal department of education and further dismantling of public schooling. SFoB is shown to be exemplary of the conservative advocacy think tank report genre in its usage of 'mediatized' language, surface accoutrements of academic research, and user focus. SFoB is a manifestation of what can be seen as the ideas for policy work of CIS, dressed up as research. [Author abstract]
Journal Article
Global-National Networks in Education Policy
Set against the backdrop of globalization and global philanthropy, this book offers new perspectives on the sociological dynamics and governance implications of ‘social entrepreneurial’ policy in education. It examines the spatialities, relationships and culture that powerfully mediated the making and localisation of ‘Teach for Bangladesh’. This globalised and philanthropy-backed reform model is based on ‘Teach for America/All’ (TfA) which promotes social entrepreneurial solutions to educational problems across continents. The authors demonstrate how TfB’s policy model travelled through networks of diaspora, finance, technology and media and became established in Bangladesh through complex policy work. The book documents empirical research from Bangladesh to draw out broader implications in relation to education policy-making and policy content in today’s globalizing world. The book also contributes to ongoing debates in contemporary comparative education about North-South dialogue, policy mobility and transfer, philanthrocapitalism, and international teacher education.
eBook
Australian policy on international students : pivoting towards discourses of diversity?
As the third-largest export industry, international education occupies an important place in the Australian economy and society. Employing Bacchi's \"What is the Problem Represented to be\" (WPR) approach, this paper critically analyses
four key policies pertaining to international students in Australia since the 1990s. Drawing upon theorising of the globalisation of international education policy, we uncover contestation and problem representation in discourses around
the economisation of education and of international students' experiences. The findings reveal multiple discourses of the problematisation of diversity at play, including a \"pivot\" towards protection of international students' rights as
consumers and as potential future citizens, and increased attention to the intrinsic value of international students as people, and not simply as economic agents. The findings have implications for other national contexts, in which
international students contribute to the economic viability of education, and in which internationalisation of education in universities has the capacity to foster enhanced cross-cultural understanding. [Author abstract]
Journal Article
New scalar politics: implications for education policy
This paper argues that globalisation has implications for research and theory in the social sciences, demanding that the social no longer be seen as homologous with nation, but also linked to postnational or global fields. This situation has theoretical and methodological implications for comparative education specifically focused on education policy, which traditionally has taken the nation-state as the unit of analysis, and also worked with 'methodological nationalism'. The paper argues that globalisation has witnessed a rescaling of educational politics and policymaking and relocated some political authority to an emergent global education policy field, with implications for the functioning of national political authority and national education policy fields. This rescaling and this reworking of political authority are illustrated through two cases: the first is concerned with the impact of a globalised policy discourse of the 'knowledge economy' proselytised by the OECD and its impact in Australian policy developments; the second is concerned explicitly with the constitution of a global education policy field as a commensurate space of equivalence, as evidenced in the OECD's PISA and educational indicators work and their increasing global coverage. The paper indicatively utilises Bourdieu's 'thinking tools' to understand the emergent global education policy field and suggests these are very useful for doing comparative education policy analysis.
Journal Article
A critical policy analysis of 'Teach for Bangladesh': a travelling policy touches down
This paper provides a critical policy analysis and network ethnography of Teach for Bangladesh (TfB). We demonstrate that TfB is a localised version of a global teacher education policy - Teach for All/America (TfAll/A). Santos, Boaventura De Sousa [2002. The Processes of Globalisation. Translated by Sheena Caldmell. Eurozine: Revista Crítica de Ciências Sociais and Eurozine, August, 1-48] has written about the ways some national policies travel globally. He calls these 'globalised localisms'. When they touch down and are taken up in another national context, he calls this a 'localised globalism'. We see TfB as a 'localised globalism'. This paper is focused on documenting and analysing the policy network that has enabled a globalised localism, TfAll/A, to be taken up as a localised globalism in Bangladesh through TfB. We see this as the emergence of network governance in a developing world primary schooling context. The analysis shows how pivotal to TfB is the boundary spanning networking of its founder, who connects the global to the local, the private to the public, and the provision of social services to philanthropy.
Journal Article