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Wilkins, A. & Olmedo, A. (eds) 2018. Education Governance and Social Theory: Interdisciplinary Approaches to Research. Bloomsbury: London

BOOK DESCRIPTION

The study of ‘education governance’ is a significant area of research in the twenty-first century. A key focus of this research is the changing organisation of education systems and relations against the background of wider political and economic developments occurring nationally and globally, and its articulation or sedimentation at the local level through the formation of specific policy programs, discourses, objects, practices, subjectivities, and effects. In Education Governance and Social Theory these important issues are critically examined through a range of theoretical perspectives, methodological approaches and empirical case studies of education governance within and across diverse geo-political contexts including Australia, Chile, England, Russia, and Slovakia.

The book is designed as a pedagogical tool to guide those interested in better understanding and engaging with education governance as an object of critical inquiry and a tool or method of research. With contributions from an international line-up of academics, the book includes chapters on digital data and infrastructures, inspection policy, professionalism, accountability, public-private partnerships, bureaucracy, leadership, and the media.  Moreover, each chapter judiciously combines theory and methodologies with case study material to situate education governance within specific sets of social relations, institutional orders and broader social movements. This is a theoretically and empirically rich resource for those who wish to research education governance and its multifarious operations, conditions and effects, but are not sure how to do so.  It will therefore appeal to readers who have a strong interest in the practical application of social theory to making sense of the complex changes underway in education across the globe.

Introduction. Conceptualising Education Governance: Framings, Perspectives and Theories (Andrew Wilkins, University of East London, and Antonio Olmedo, University of Bristol, UK)
Part I: Data Regimes
1. Digitizing Education Governance: Pearson, Real-time Analytics, Visualisation, and Machine Intelligence (Ben Williamson, University of Stirling, UK)
2. Learning Personalisation: Technics, Disorientation and Governance (Greg Thompson, Queensland University of Technology, Australia)
3. Dispositions and Situations of Governance: The Example of Data Infrastructure in Australian Schooling (Sam Sellar, Manchester Metropolitan University, UK, and Kalervo N. Gulson, University of New South Wales, Australia)
Part II: Evaluation Regimes
4. Exploring the Role of School Inspectors in Implementing and Shaping Inspection Policy: A Narrative Approach (Jacqueline Baxter, The Open University, UK)
5. How can Transnational Connection Hold? An Actor-Network Theory Inspired Approach to the Materiality of Transnational Education Governance (Nelli Piattoeva, University of Tampere, Finland)
Part III: Knowledge Regimes
6. Revealing Market Hegemony through a Critical Logics Approach: The Case of England’s Academies (Natalie Papanastasiou, Universitat Autònoma de Barcelona, Spain)
7. Test-based Accountability and the Rise of Regulatory Governance in Education: A Review of Global Drivers (Antoni Verger, Universitat Autònoma de Barcelona, and Lluís Parcerisa, Universitat Autònoma de Barcelona, Spain)
8. Making Education News in Chile: Understanding the Role of Mediatization in Education Governance Through a Bourdieuian Framework (Eduardo Santa Cruz, Universidad de Chile, and Cristian Cabalin, Universidad de Chile, Chile)
Part IV: Institutional Regimes
9. Preschool Teacher Agency and Professionalism: A Bourdieuian approach to Education Governance (Ondrej Kascak, Trnava University, and Branislav Pupala, Trnava University, Slovakia)
10. Ever Greater Scrutiny: Researching the Bureaucracy of Educational Accountability (Mark Murphy, University of Glasgow, UK)
11. Transformation and Control: What Role for Leadership and Management in a ‘School-led System’? (Howard Stevenson, University of Nottingham, UK)

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