Session Information
23 SES 07 A, Education as a Site of Struggle: Policy Contestation
Paper Session
Contribution
In Brazil, several international organisations (UNESCO, OEI, PREAL) and the Federal government require all the states, the municipalities and the schools to meet different sets of mid-term goals. In fact, the EFA Monitoring Team and the Partnership for Educational Revitalization in the Americas (PREAL) regularly report on educational development in the country, and the Ibero- American States Organisation (OEI) has recently opened a new desk in the capital in order to deploy its Educational Goals. These initiatives address universal primary enrolment, literacy, quality education for all, inclusive education, participation and affirmative action.
This case study explores the complexities of transnationalism, denationalisation and regionalism in an emergent country by looking at the politics of education through its material and discursive faces. Interestingly, Latin American educational regionalism is 'transnational' because political agents operates in local, national, regional and global scales simultaneously, and 'denationalised' to the extent that states contribute to create a set of supra-national norms. Furthermore, the connections with Europeanisation in the field of education are becoming more and more apparent in terms of discourse and policy borrowing.
Method
Expected Outcomes
References
Dale, R. (2005). Globalisation, knowledge economy and comparative education. Comparative Education, 41(2), 117–149. Dale, R.; Robertson, S. (2009) Globalisation and Europeanisation in Education. London: Symposium Books. Fairclough, N. (2003). Critical discourse analysis: the critical study of language. London: Longman. Grugel, J. (2004). New Regionalism and Modes of Governance — Comparing US and EU Strategies in Latin America. European Journal of International Relations, 10(4), 603–626. Grugel, J. (2006). Regionalist governance and transnational collective action in Latin America. Economy and Society, 35(2), 209 — 231. King, K., & Rose, P. (2005). Transparency or tyranny? Achieving international development targets in education and training. International Journal of Educational Development, 25, 362–367. Mundy, K. (2006). Education for All and the New Millennium Compact. Review of Education, 52, 23-48. Puntigliano, A.R. (2007). Global Shift: The U.N. System and the New Regionalism in Latin America. Latin American Politics and Society, 49(1), 89-112. Robertson, S., B. (2009). ‘Spatialising’ the Sociology of Education: Stand-points, Entry-points, Vantage-points’. In Handbook of Sociology of Education (Ball, S.; Apple, M.; Gandin, L.). London and New York: Routledge. Sassen, S. (2006). Territory, Authority, Rights. From Medieval to Global Assemblages. Princeton: Princeton Univ Press.
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