1,547
Views
5
CrossRef citations to date
0
Altmetric
Research Article

Instruments of lesson-drawing: comparing the knowledge brokerage of the OECD and the World Bank

, &
Received 09 Jan 2023, Accepted 26 May 2023, Published online: 05 Jun 2023

References

  • Baek, C. 2022. “Internalising Externalisation: Utilisation of International Knowledge in Education Policymaking.” British Journal of Sociology of Education 43 (1): 159–176. doi:10.1080/01425692.2021.2007357.
  • Bali, A. S., G. Capano, and M. Ramesh. 2019. “Anticipating and Designing for Policy Effectiveness.” Policy and Society 38 (1): 1–13. doi:10.1080/14494035.2019.1579502.
  • Bazbauers, A. R. 2020. “World Bank Technical Assistance: Participation, Policy Movement, and Sympathetic Interlocutors.” Policy Studies 41 (6): 567–585. doi:10.1080/01442872.2019.1581156.
  • Béland, D. 2016. “Ideas and Institutions in Social Policy Research.” Social Policy & Administration 50 (6): 734–750. doi:10.1111/spol.12258.
  • Béland, D., and M. Howlett. 2016. “The Role and Impact of the Multiple-Streams Approach in Comparative Policy Analysis.” Journal of Comparative Policy Analysis: Research and Practice 18 (3): 221–227. doi:10.1080/13876988.2016.1174410.
  • Bengtsson, J. 2008. OECD’s Centre for Educational Research and Innovation—1968 to 2008. Paris: Centre for Educational Research and Innovation. https://www.oecd.org/site/educeri21st/40601796.pdf.
  • Bromley, P., L. Overbey, J. Furuta, and R. Kijima. 2021. “Education Reform in the Twenty-First Century: Declining Emphases in International Organisation Reports, 1998–2018.” Globalisation, Societies and Education 19 (1): 23–40. doi:10.1080/14767724.2020.1816159.
  • Cairney, P. 2016. The Politics of Evidence-Based Policy Making. Palgrave Macmillan UK. doi:10.1057/978-1-137-51781-4.
  • Caplan, N. 1979. “The Two-Communities Theory and Knowledge Utilization.” American Behavioral Scientist 22 (3): 459–470. doi:10.1177/000276427902200308.
  • Coppedge, M., J. Gerring, S. I. Lindberg, S.-E. Skaaning, J. Toerell, D. Altman, M. Bernhard, et al. 2023. V-Dem Dataset v13 (Version 13) [Data set]. Varieties of Democracy (V-Dem) Project. doi:10.23696/VDEMDS23.
  • De Francesco, F., and E. Guaschino. 2020. “Reframing Knowledge: A Comparison of OECD and World Bank Discourse on Public Governance Reform.” Policy and Society 39 (1): 113–128. doi:10.1080/14494035.2019.1609391.
  • Espeland, W. 2015. “Narrating Numbers.” In The World of Indicators: The Making of Governmental Knowledge Through Quantification, edited by R. Rottenburg, S. E. Merry, S.-J. Park, and J. Mugler, 56–75. Cambridge University Press. doi:10.1017/CBO9781316091265.003.
  • Eyal, G. 2019. Crisis of Expertise. New York: John Wiley & Sons.
  • Grek, S., and C. Ydesen. 2021. “Where Science met Policy: Governing by Indicators and the OECD’s INES Programme.” Globalisation, Societies and Education 19 (2): 122–137. doi:10.1080/14767724.2021.1892477.
  • Howlett, M. 2019. “Comparing Policy Advisory Systems Beyond the OECD: Models, Dynamics and the Second-Generation Research Agenda.” Policy Studies 40 (3–4): 241–259. doi:10.1080/01442872.2018.1557626.
  • James, T. S. 2021. “Informational Democracy Promotion?” Electronic Grey Literature and Democratization. Taiwan Journal of Democracy 17 (2): 1–26. https://ueaeprints.uea.ac.uk/id/eprint/80537/7/Toby_S._James_Informational_Democracy_Promotion.pdf.
  • Jones, P. W. 2004. “Taking the Credit: Financing and Policy Linkages in the Education Portfolio of the World Bank.” In The Global Politics of Educational Borrowing and Lending, edited by G. Steiner-Khamsi, 188–200. New York: Teachers College Press.
  • Littoz-Monnet, A., ed. 2017. The Politics of Expertise in International Organizations: How International Bureaucracies Produce and Mobilize Knowledge. 1st ed. New York: Routledge. doi:10.4324/9781315542386.
  • Lubienski, C. 2019. “Advocacy Networks and Market Models for Education.” In Researching the Global Education Industry: Commodification, the Market and Business Involvement, edited by M. Parreira do Amaral, G. Steiner-Khamsi, and C. Thompson, 69–86. Springer International Publishing. doi:10.1007/978-3-030-04236-3_4.
  • Maasen, S., and P. Weingart. 2005. “What’s New in Scientific Advice to Politics?” In Democratization of Expertise? Exploring Novel Forms of Scientific Advice in Political Decision-Making, edited by S. Maasen, and P. Weingart, 1–19. Springer Netherlands. doi:10.1007/1-4020-3754-6_1.
  • MacKillop, E., S. Quarmby, and J. Downe. 2020. “Does Knowledge Brokering Facilitate Evidence-Based Policy?” A Review of Existing Knowledge and an Agenda for Future Research. Policy & Politics 48 (2): 335–353. doi:10.1332/030557319X15740848311069.
  • Martens, K., and A. P. Jakobi, eds. 2010. Mechanisms of OECD Governance: International Incentives for National Policy-Making? Oxford University Press. doi:10.1093/acprof:oso/9780199591145.001.0001.
  • Martens, K., and M. Windzio, eds. 2022. Global Pathways to Education, Cultural Spheres, Networks, and International Organizations. Cham: Palgrave Macmillan.
  • McLean, R., and J. Gargani. 2019. Scaling Impact; Innovation for the Public Good. London: Routledge.
  • Mukherjee, I., and M. P. Howlett. 2015. Who is a Stream? Epistemic Communities, Instrument Constituencies and Advocacy Coalitions in Multiple Streams Subsystems (SSRN Scholarly Paper No. 2593626). doi:10.2139/ssrn.2593626.
  • Niemann, D., and K. Martens. 2018. “Soft Governance by Hard Fact? The OECD as a Knowledge Broker in Education Policy.” Global Social Policy 18 (3): 267–283. doi:10.1177/1468018118794076.
  • Niemann, D., and K. Martens. 2021. “Global Discourses, Regional Framings and Individual Showcasing: Analyzing the World of Education IOs.” In International Organizations in Global Social Governance, edited by K. Martens, D. Niemann, and A. Kaasch, 163–186. Springer International Publishing. doi:10.1007/978-3-030-65439-9_7.
  • OECD. 2004. Reviews of National Policies for Education: Chile 2004. Organisation for Economic Co-operation and Development. https://www.oecd-ilibrary.org/education/reviews-of-national-policies-for-education-chile-2004_9789264106352-en.
  • Perl, A., M. Howlett, and M. Ramesh. 2018. “Policy-making and Truthiness: Can Existing Policy Models Cope with Politicized Evidence and Willful Ignorance in a “Post-Fact” World?” Policy Sciences 51 (4): 581–600. doi:10.1007/s11077-018-9334-4.
  • Rogers, H., and A. Demas. 2013. The What, Why, and How of the Systems Approach for Better Education Results (SABER). (No. 79901). The World Bank.
  • Samoff, J. 1999. “Education Sector Analysis in Africa: Limited National Control and Even Less National Ownership.” International Journal of Educational Development 19 (4): 249–272. doi:10.1016/S0738-0593(99)00028-0.
  • Seitzer, H. 2021. “More Than Meets the eye: Uncovering the Evolution of the OECD’s Institutional Priorities in Education.” Journal of Education Policy, 1–25. doi:10.1080/02680939.2021.1974099.
  • Seitzer, H. 2022. “Finding the Poster Child: Reference Patterns in OECD Country Reports.” In Global Pathways to Education, edited by K. Martens, and M. Windzio, 163–189. Springer International Publishing. doi:10.1007/978-3-030-78885-8_6.
  • Simons, A., and J.-P. Voß. 2018. “The Concept of Instrument Constituencies: Accounting for Dynamics and Practices of Knowing Governance.” Policy and Society 37 (1): 14–35. doi:10.1080/14494035.2017.1375248.
  • Steiner-Khamsi, G. 2009. “International Knowledge Banks in Education: Catalysts for Competition, Coercion and Convergence.” In State and Market in a Globalized World. Transatlantic Perspectives, edited by D. Junker, W. Mausbach, and M. Thundert, 251–270. Heidelberg: Universitätsverlag Winter.
  • Steiner-Khamsi, G., B. Karseth, and C. Baek. 2020. “From Science to Politics: Commissioned Reports and Their Political Translation Into White Papers.” Journal of Education Policy 35 (1): 119–144. doi:10.1080/02680939.2019.1656289.
  • Steiner-Khamsi, G., and F. Waldow. 2018. “PISA for Scandalization, PISA for Projection: The use of International Large-Scale Assessments in Education Policy Making – an Introduction.” Globalisation, Societies and Education 16 (5): 557–565. doi:10.1080/14767724.2018.1531234.
  • Stone, D. 2000. Banking on Knowledge: The Genesis of the International Knowledge Banks in Education: Catalysts for Global Development Network. Routledge. doi:10.4324/9780203361429.
  • Stone, D., O. Porto de Oliveira, and L. A. Pal. 2020. “Transnational Policy Transfer: The Circulation of Ideas, Power and Development Models.” Policy and Society 39 (1): 1–18. doi:10.1080/14494035.2019.1619325.
  • Thelen, K. 2004. How Institutions Evolve: The Political Economy of Skills in Germany, Britain, the United States, and Japan. Cambridge University Press, Cambridge Core. doi:10.1017/CBO9780511790997.
  • Tyack, D., and L. Cuban. 1995. Tinkering Toward Utopia: A Century of Public School Reform. Harvard University Press; JSTOR. doi:10.2307/j.ctvjz83cb.
  • Verger, A., C. Fontdevila, and L. Parcerisa. 2019. “Reforming Governance Through Policy Instruments: How and to What Extent Standards, Tests and Accountability in Education Spread Worldwide.” Discourse: Studies in the Cultural Politics of Education 40 (2): 248–270. doi:10.1080/01596306.2019.1569882.
  • West, A., and R. Nikolai. 2013. “Welfare Regimes and Education Regimes: Equality of Opportunity and Expenditure in the EU (and US).” Journal of Social Policy 42 (3): 469–493. doi:10.1017/S0047279412001043.
  • World Bank. 2011. Learning for All: Investing in People’s Knowledge and Skills to Promote Development. Education Strategy 2020. Washington, DC: World Bank.
  • Ydesen, C., ed. 2019. The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex. Springer International Publishing. doi:10.1007/978-3-030-33799-5.
  • Ydesen, C., J. Kauko, and B. R. Magnúsdóttir. 2022. “The OECD and the Field of Knowledge Brokers in Danish, Finnish, and Icelandic Education Policy.” In Evidence and Expertise in Nordic Education Policy: A Comparative Network Analysis, edited by B. Karseth, K. Sivesind, and G. Steiner-Khamsi, 321–348. Springer International Publishing. doi:10.1007/978-3-030-91959-7_11.
  • Zapp, M. 2017. “The World Bank and Education: Governing (Through) Knowledge.” International Journal of Educational Development 53: 1–11. doi:10.1016/j.ijedudev.2016.11.007.
  • Zapp, M. 2021. “The Authority of Science and the Legitimacy of International Organisations: OECD.” UNESCO and World Bank in Global Education Governance. Compare: A Journal of Comparative and International Education 51 (7): 1022–1041. doi:10.1080/03057925.2019.1702503.