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Critical Studies in Education Volume 52, 2011 - Issue 3: Global Education Policy: Networks and Flows
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Guest Editorial

Global education policy: networks and flows

Sonia Exley
,
Annette Braun
&
Stephen Ball
Pages 213-218 | Published online: 14 Sep 2011

Citations (20)

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Michalinos Zembylas. (2023) The affective ideology of the OECD global competence framework: implications for intercultural communication education. Pedagogy, Culture & Society 31:2, pages 305-323.
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Björn Tolgfors & Dean Barker. (2023) The glocalization of physical education assessment discourse. Sport, Education and Society 28:1, pages 1-16.
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Jonathan Lilliedahl. (2023) Is there a transnational trend of “nudging” away from the arts? How the selection device works in the European–Swedish context. Arts Education Policy Review 124:1, pages 27-36.
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Christina Hajisoteriou & Lefkios Neophytou. (2022) The role of the OECD in the development of global policies for migrant education. Education Inquiry 13:2, pages 127-150.
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Mandy Singer-Brodowski, Antje Brock, Julius Grund & Gerhard de Haan. (2021) Reflections on the science–policy interface within education for sustainable development in Germany. Environmental Education Research 27:4, pages 554-570.
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Geraldine Mooney Simmie, Joanne Moles & Emmanuel O’Grady. (2019) Good teaching as a messy narrative of change within a policy ensemble of networks, superstructures and flows. Critical Studies in Education 60:1, pages 55-72.
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Elizabeth Jane Tregoning Maber. (2016) Finding feminism, finding voice? Mobilising community education to build women's participation in Myanmar's political transition. Gender and Education 28:3, pages 416-430.
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Sigrid Hartong. (2016) New structures of power and regulation within ‘distributed’ education policy – the example of the US Common Core State Standards Initiative. Journal of Education Policy 31:2, pages 213-225.
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Sigrid Hartong. (2015) Global policy convergence through “distributed governance”? The emergence of “national” education standards in the US and Germany. Journal of International and Comparative Social Policy 31:1, pages 10-33.
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Carolyn Williams, Susanne Gannon & Wayne Sawyer. (2013) A genealogy of the ‘future’: antipodean trajectories and travels of the ‘21st century learner’. Journal of Education Policy 28:6, pages 792-806.
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Articles from other publishers (10)

Hyejin KimHyejin Kim. 2019. How Global Capital is Remaking International Education. How Global Capital is Remaking International Education 1 14 .
Izhak Berkovich. (2018) Policy Makers’ Regulatory Mind-set, the Regulatory Governance Body of the System, and the Regulated Soul of Educators. Comparative Education Review 62:2, pages 178-198.
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Göran Fransson, Andrea Gallant & Rachel Shanks. (2018) Human elements and the pragmatic approach in the Australian, Scottish and Swedish standards for newly qualified teachers. Journal of Educational Change 19:2, pages 243-267.
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Christina Elde Mølstad & Berit Karseth. (2016) National curricula in Norway and Finland: The role of learning outcomes. European Educational Research Journal 15:3, pages 329-344.
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Lorena I. Guillén, Camila I. Gimenes & Ken M. Zeichner. 2016. International Handbook of Teacher Education. International Handbook of Teacher Education 239 272 .
Susanne Wiborg. (2015) Privatizing Education: Free School Policy in Sweden and England. Comparative Education Review 59:3, pages 473-497.
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Göran Fransson & Sarah K. McMahan. (2013) Exploring research on mentoring policies in education. International Journal of Mentoring and Coaching in Education 2:3, pages 218-232.
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Bob Lingard & Sam Sellar. (2013) Globalization, edu-business and network governance: the policy sociology of Stephen J. Ball and rethinking education policy analysis. London Review of Education.
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Daniel Sundberg & Ninni Wahlström. (2012) Standards-Based Curricula in a Denationalised Conception of Education: The Case of Sweden. European Educational Research Journal 11:3, pages 342-356.
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Sue Thomas & Stephen Hay. 2012. Experience of School Transitions. Experience of School Transitions 141 161 .

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