Education Reform in the Twenty-First Century: Declining Emphases in International Organisation Reports, 1998-2018

Autor/inn/en	Bromley, Patricia; Overbey, Lisa; Furuta, Jared; Kijima, Rie
Titel	Education Reform in the Twenty-First Century: Declining Emphases in International Organisation Reports, 1998-2018
Quelle	In: Globalisation, Societies and Education, 19 (2021) 1, S.23-40 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2020.1816159
Schlagwörter	Educational Change; Educational History; International Organizations; Neoliberalism; Criticism; Democracy; Social Change; Educational Policy; Global Approach; Educational Theories; Databases; Research Reports; Educational Philosophy; Organizational Theories; Sociology + Suchen Sie Ihr Suchwort? Bildungsreform; History of education; Bildungsgeschichte; International organisation; International organisations; International organization; Internationale Organisation; Neo-liberalism; Neoliberalismus; Kritik; Demokratie; Sozialer Wandel; Politics of education; Bildungspolitik; Globales Denken; Educational theory; Theory of education; Bildungstheorie; Datenbank; Research report; Forschungsbericht; Bildungsphilosophie; Erziehungsphilosophie; Organisationstheorie; Soziologie
Abstract	The liberal and neoliberal world order is increasingly under attack. Global levels of democracy have been declining for over a decade, accompanied by rollbacks in some kinds of rights. We examine the implications of increasing criticisms of the (neo)-liberal era over time for educational reform discourse around the world by drawing on a unique primary dataset of 473 reports produced by international organisations between 1998 and 2018. Extending insights from neo-institutional theories of organisations, we argue that globalised models of education reform is on a decline as a result of growing attacks on the (neo)-liberal cultural system that has affected education policies around the world. Empirically, we find no evidence that reform emphases continue to grow since the 1990s, and support for arguments that predict stagnant or falling levels of reform discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01