Citation

Placing teachers in global governance agendas for education in knowledge economies and societies

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Abstract:

Over the past two decades, education has been placed at centre stage; the result of globalizing projects in education aimed at the formation of human capital, the realisation of human rights, and the development of education as a tradeable sector. These projects, many of them represented as forms of Public Private Partnership, are being advanced by a range of actors including national governments, international agencies, transnational firms, international non-governmental organisations, social movements, and international labour organisations. The paper examines these strategies and the ways in which they are contributing not only to the destabilisation of teachers as experts, but the 'desectoralisation' of education, and the rise of 'private authority' in governing teachers' work and workplaces. I examine the implications of these developments for teachers' labour, for the kinds of knowledges and learners produced, and the role of teachers in social reproduction and social transformation.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p494168_index.html
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MLA Citation:

Robertson, Susan. "Placing teachers in global governance agendas for education in knowledge economies and societies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p494168_index.html>

APA Citation:

Robertson, S. L. "Placing teachers in global governance agendas for education in knowledge economies and societies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p494168_index.html

Publication Type: Panel Paper
Abstract: Over the past two decades, education has been placed at centre stage; the result of globalizing projects in education aimed at the formation of human capital, the realisation of human rights, and the development of education as a tradeable sector. These projects, many of them represented as forms of Public Private Partnership, are being advanced by a range of actors including national governments, international agencies, transnational firms, international non-governmental organisations, social movements, and international labour organisations. The paper examines these strategies and the ways in which they are contributing not only to the destabilisation of teachers as experts, but the 'desectoralisation' of education, and the rise of 'private authority' in governing teachers' work and workplaces. I examine the implications of these developments for teachers' labour, for the kinds of knowledges and learners produced, and the role of teachers in social reproduction and social transformation.


Similar Titles:
The global governance of teachers’ work: Toward a cultural political economy of education approach

Networked Risk or Cosmopolitan Society as the Top Social Agenda of Global Governance and Communication?

Global Education Knowledge, Experiences, Practices of Social Studies Teachers in Turkey

Shaping the Global K-Economy: Geo-Spatial Strategies in the Governance of Higher Education and Research


 
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