Research of vs Research for Education Policy

As national governments reform their educational
systems to meet the challenges of living in a
globalised world, the agenda setting power of
transnational organizations like the OECD and the EU
have become more transparent in the last decade. The
phenomenon of globalization has a number of
implications for education policy-making processes
and not least it has had an impact on who conducts
policy studies and how. This book brings together a
variety of contributions which explore recent
political economic changes affecting education
policy-making processes including the ascension of
neo-liberalism and the transnationalization of
education policy-making, as well as the tension
between research of policy and research for policy.
Working from different perspectives, the authors
help to provide a better understanding of these two
important sets of issues which the field of
education must contend with today.

Autorentext

About the editors: Richard Desjardins is Associate Professor at the School of Education, University of Aarhus in Copenhagen, Denmark. Kjell Rubenson is Professor at the Department of Educational Studies and Co-director of the Centre for Policy Studies in Higher Education and Training, University of British Columbia in Vancouver, Canada.

Klappentext

As national governments reform their educational systems to meet the challenges of living in a globalised world, the agenda setting power of transnational organizations like the OECD and the EU have become more transparent in the last decade. The phenomenon of globalization has a number of implications for education policy-making processes and not least it has had an impact on who conducts policy studies and how. This book brings together a variety of contributions which explore recent political economic changes affecting education policy-making processes including the ascension of neo-liberalism and the transnationalization of education policy-making, as well as the tension between research of policy and research for policy. Working from different perspectives, the authors help to provide a better understanding of these two important sets of issues which the field of education must contend with today.