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HANDBOOK OF GLOBAL EDUCATIONAL REFORM

Call for Chapter Abstracts

Handbook of Global Educational Reform (Wiley-Blackwell, 2017)

This edited volume examines educational reform from a global perspective. Currently, a number of trends are converging to fundamentally reshape the policy and practice of educational development globally. Transnational institutions such as the Organization for Economic Cooperation and Development (OECD), World Bank, World Trade Organization, and powerful transnational corporations such Pearson, Knowledge Universe, and Edison Learning are promoting an interconnected set of global educational reforms that seek to align national systems of education with the demands of transnational capital and ruling economic and political interests. Foremost, neoliberal rationalities and policy prescriptions that take the market as the dominant organizing principle of human and institutional affairs have rapidly expanded. This has functioned to promote standardization across national educational systems and private sector and market-based models of educational policy. In poor countries, private fee for service educational franchises (many of them owned by transnational actors) are being promoted, while in rich countries public educational systems are being defunded, privatized, commercialized, and subject to new forms of corporate managerialism.

The dominance of neoliberal rationalities in public policy over the last three decades has tended to reshape educational systems in ways that undermine democratic social relationships, institutions, and public spheres that foster cultures of dialogue, dissent, and collaboration necessary for democratic life inside and outside of schools. By situating educational reform in terms of the broader structures and ideological contests animating educational policy and practice, this volume is concerned to examine reform without being “reformist.”  That is, we do not see reform of existing institutional arrangements as being the only or central aim of engagement. Rather, this volume situates reform in the service of broad-based social transformation. In short, what is at stake in comprehending educational reform today is setting the agenda for educational and social development that serves the interests of the public, that fosters cultures of questioning, reflection, engaged self-governance, and egalitarian and sustainable forms of living.

We are interested in abstracts of no more than 300 words that explore a variety of theoretical and empirical issues in global education reform from a critical and transformative perspective. We are particularly interested in abstracts that engage issues across Latin America, Africa, Asia, and the Pacific. Areas of investigation include:

1. The historical, ideological, organizational, and institutional foundations of global education reform policies, networks, movements, actors, institutions, and agendas across diverse international contexts highlighting in particular the intersection of reform and new articulations of power, governance, and contestation.

2. How the ideologies and infrastructures underlying reform are deployed as concrete policy and in educational reform trends locally, nationally and globally through case studies of reform initiatives within specific contexts.

3. The new managerialism in educational reform including the standardization of national systems of educational governance, curriculum, teaching, and learning and new systems of privatization, accountability, audit, big-data, learning analytics, biometrics, and new technology-driven adaptive learning models.

4. How practical policy is grounded in particular epistemological assumptions such as positivism, standardization, and instrumentalism that are lived through class, race, gender, sexuality, language, culture, and bodies. In other words, the subjective and intersubjective experiential dimensions of educational reforms.

5. Alternative transformative pathways for global, national, and local educational reform tied to the ethical imperative to reimagine education for human flourishing, justice, ecological sustainability, and equality. Of particular interest is how grassroots movements are involved in contesting dominant reform trends and charting new paths for education and sustainable democratic futures.

If you are interested in contributing to this edited collection that is under contract with Wiley-Blackwell please submit an abstract by June 1, 2015 of no more than 300 words to: globaleducationreform@gmail.com. We anticipate final manuscripts being due June 1, 2016 with early 2017 publication. Manuscripts will be between 8,000-10,000 words.

Information on Co-editors:

Kenneth J. Saltman is Professor of Educational Leadership and Policy Studies at the University of Massachusetts, Dartmouth. His research examines the political economy and cultural politics of public school privatization. He is the author and editor of numerous books on educational policy and politics including Capitalizing on Disaster: Taking and Breaking Public SchoolsThe Gift of Education: Public Education and Venture PhilanthropyThe Edison SchoolsEducation as Enforcement: the Militarization and Corporatization of SchoolsThe Failure of Corporate School ReformThe Politics of Education: A Critical Introduction, and Toward a New Common School Movement.

Alexander J. Means is an Assistant Professor in the Department of Social and Psychological Foundations of Education at SUNY Buffalo State. His research examines educational policy and governance in relation to political economy, urbanization, human security, social inequality, and radical democratic theory and politics. He is the author of Schooling in the Age of Austerity: Urban Education and the struggle for Democratic Life (Palgrave, 2013), which won a 2014 Society of the Professors of Education Book Award, and Toward a New Common School Movement (Paradigm, 2014) with Noah De Lissovoy and Kenneth Saltman. His work has also been published in numerous international research journals such as Critical Sociology, Journal of Education Policy, Educational Philosophy and Theory, Policy Futures in Education, Foucault Studies, Review of Education, Pedagogy, and Cultural Studies, and Critical Studies in Education.

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