Curriculum, Policy & Globalization

Abstract

Rizvi, F., & Lingard, R. (2010). Globalizing Education Policy. Abingdon, UK: Routledge.

Notes

Notes

1 The authors’ understanding of a neoliberal form of globalization is based on their conception of the effects of an ideologically rationalized economic market which has been underpinned and driven by improvements in communication and information systems.

2 The term digital divide captures ideas of complex social, economical and political issues of inequitable segregation of communities that do not have access to electronic information technologies and therefore cannot participate fully in the “knowledge economy.” A key argument of the book is that within a “knowledge economy, educational opportunities are shaped by access to technology” (p. 153).

3 In defining “social imaginary,” Rizvi and Lingard state that “In this book, we use the notion of ‘social imaginary’ to suggest that policies are not only located within discourses, but also in imaginaries that shape thinking about how things might be ‘otherwise’—different from the way they are now” (p. 8).

4 An example of this is in England’s Making Good Progress (Department for Education and Skills, 2006) where the tracking of individual student performance data is used to “reframe classroom practices geared to improvement” (p. 98).