We have agreed that the journal will invite and include notices of recently completed theses in the Sociology of Education. This will be an important resource for readers to follow through as well as to provide the names of colleagues who are new entrants to the discipline.
This is an open invitation starting with theses completed from 2017 onwards. We would like the following information:
Name of author
Thesis title
Awarding university
Degree and year
A 200-word synopsis of the thesis (which must include an indication of overall purposes, theoretical elements, research design and method, nature of conclusions and significance for the sociology of education)
An email address
Please forward these to Helen Oliver, BJSE Editorial Office. Email: [email protected]
We will include this call for the above information in forthcoming issues of the journal.
Executive Editors
Name of author: Rino Wiseman Adhikary
Thesis title: Globalization, Governance and Teach for Bangladesh: Understanding Social Enterprises in Education Policy
Awarding university: The University of Queensland, Australia
Degree and year: PhD, 2019
This research examined sociologically local uptake and embedding of a global social-entrepreneurial education reform (Teach for All/America) within Bangladesh’s ed-policy context as Teach for Bangladesh. A non-governmental organization and a de facto social enterprise, Teach for Bangladesh performed local embedding of a global policy network, and its founder’s networking efforts spatially and culturally constituted policy influence supported by policy conditions rooted in path-dependent systemic reforms. A spatialities–culture–power heuristic – topological analytics – explained how power of influence in/as governance is now manifested via various forms of spaces, places, and platforms. Such spatialities enable and activate powerful connectivities, aspiring relationships of resourcefulness, and cultural formulations of negotiation. While ‘network ethnography’ and ‘global ethnography’ were methodologically combined, data sources included interviews with policy actors, official documents, the Internet, policy-dialogue events, and media. Analytical methods such as network-ethnographic mapping, descriptive statistics, and videological, thematic, historical, and document analyses were performed. Significantly, sociology of education policy in the developing world, today, requires a gaze beyond the nation-state, considering various non/institutional supra/trans/international forces and the global–local making and functioning of their reach and influence. This research demonstrated the necessity of theoretical and methodological innovation in policy sociology for researching education policy in developing nations.
Email: [email protected]; [email protected]