[1]
S. J. Ball, Global education inc: new policy networks and the neo-liberal imaginary. Abingdon, Oxon: Routledge, 2012.
[2]
P. Brown, H. Lauder, and D. N. Ashton, The global auction: the broken promises of education, jobs and incomes. Oxford: Oxford University Press, 2011.
[3]
R. King, S. Marginson, and R. Naidoo, Handbook on globalization and higher education. Cheltenham, UK: Edward Elgar, 2011.
[4]
R. Dale and S. Robertson, ‘Global education policy’, in The global social policy reader, Bristol, U.K.: Policy Press, 2009, pp. 201–228.
[5]
P. W. Jones and D. Coleman, The United Nations and education: multilateralism, development and globalisation. London: RoutledgeFalmer, 2005.
[6]
K. Mundy, ‘Educational Multilateralism in a Changing World (dis)order’, Comparative Education Review, vol. 42, no. 4, pp. 448–478, 1998 [Online]. Available: https://www.journals.uchicago.edu/doi/pdfplus/10.1086/447523
[7]
S. L. Robertson, Public private partnerships in education: new actors and modes of governance in a globalizing world. Cheltenham, UK: Edward Elgar, 2012.
[8]
Y. Sayed and R. Ahmed, ‘The 2030 Global Education Agenda and the SDGs: Process, Policy and Prospects’, Global education policy and international development: new agendas, issues and policies. Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, London, pp. 185–207, 2018.
[9]
‘The International Journal of Human Rights’ [Online]. Available: https://www.tandfonline.com/toc/fjhr20/current
[10]
‘Globalisation, Societies and Education’ [Online]. Available: https://www.tandfonline.com/toc/cgse20/current
[11]
‘Journal of Civil Society’ [Online]. Available: https://www.tandfonline.com/toc/rcis20/current
[12]
‘Oxford Review of Education’ [Online]. Available: https://www.tandfonline.com/toc/core20/current
[13]
‘Critical Studies in Education’ [Online]. Available: https://www.tandfonline.com/toc/rcse20/current
[14]
‘Journal of Education Policy’ [Online]. Available: https://www.tandfonline.com/toc/tedp20/current
[15]
‘Discourse: Studies in the Cultural Politics of Education’ [Online]. Available: https://www.tandfonline.com/toc/cdis20/current
[16]
Antoni Verger, Mario Novelli, and Hülya Kosar Altinyelken, ‘Chapter 1. Global Education Policy and International Development: A Revisited Introduction’, in Global education policy and international development: new agendas, issues and policies, Second edition., A. Verger, M. Novelli, and H. K. Altinyelken, Eds. London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2018 [Online]. Available: https://www.bloomsburycollections.com/book/global-education-policy-and-international-development-new-agendas-issues-and-policies-1/ch1-global-education-policy-and-international-development-a-revisited-introduction
[17]
Susan L. Robertson, ‘Chapter 2. Researching Global Education Policy: Angles In/On/Out...’, in Global education policy and international development: new agendas, issues and policies, Second edition., A. Verger, M. Novelli, and H. K. Altinyelken, Eds. London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2018 [Online]. Available: https://www.bloomsburycollections.com/book/global-education-policy-and-international-development-new-agendas-issues-and-policies-1/ch2-researching-global-education-policy-angles-in-on-out…
[18]
S. L. Robertson, Public private partnerships in education: new actors and modes of governance in a globalizing world. Cheltenham, UK: Edward Elgar, 2012.
[19]
K. Mundy, ‘Educational Multilateralism in a Changing World (dis)order’, Comparative Education Review, vol. 42, no. 4, pp. 448–478, 1998 [Online]. Available: https://www.journals.uchicago.edu/doi/pdfplus/10.1086/447523
[20]
A. Novoa and T. Yariv-Marshal, ‘Comparative Research in Education: a mode of governance or a historical journey?’, Comparative Education, vol. 39, no. 4, pp. 423–438, 2003, doi: 10.1080/0305006032000162002.
[21]
A. Michel, ‘Complex Education Systems: from steering change to governance’, European Journal of Education, vol. 51, no. 4, pp. 513–521, 2016, doi: 10.1111/ejed.12186.
[22]
S. J. Ball, ‘Education, governance and the tyranny of numbers’, Journal of Education Policy, vol. 30, no. 3, pp. 299–301, 2015, doi: 10.1080/02680939.2015.1013271.
[23]
L. Tikly, ‘Globalisation and Education in the Postcolonial World: Towards a conceptual framework’, Comparative Education, vol. 37, no. 2, pp. 151–171, 2001, doi: 10.1080/03050060124481.
[24]
G. Steiner-Khamsi, ‘New directions in policy borrowing research’, Asia Pacific Education Review, vol. 17, no. 3, pp. 381–390, 2016, doi: 10.1007/s12564-016-9442-9.
[25]
R. A. Shahjahan, ‘Decolonizing the evidence‐based education and policy movement: revealing the colonial vestiges in educational policy, research, and neoliberal reform’, Journal of Education Policy, vol. 26, no. 2, pp. 181–206, 2011, doi: 10.1080/02680939.2010.508176.
[26]
L. Tikly, ‘Globalisation and Education in the Postcolonial World: Towards a conceptual framework’, Comparative Education, vol. 37, no. 2, pp. 151–171, 2001, doi: 10.1080/03050060124481.
[27]
E. Unterhalter, ‘Chapter 4. Silences, Stereotypes and Local Selection: Negotiating Policy and Practice to Implement the MDGs and EFA’, in Global education policy and international development: new agendas, issues and policies, Second edition., A. Verger, M. Novelli, and H. K. Altinyelken, Eds. London: Bloomsbury Academic, an imprint of Bloomsbury Publishing Plc, 2018.
[28]
S. L. Robertson, ‘Making education markets through global trade agreements’, Globalisation, Societies and Education, vol. 15, no. 3, pp. 296–308, 2017, doi: 10.1080/14767724.2017.1345408.
[29]
F. Rizvi, ‘Imagination and the globalisation of educational policy research’, Globalisation, Societies and Education, vol. 4, no. 2, pp. 193–205, 2006, doi: 10.1080/14767720600752551.
[30]
S. L. Robertson, ‘Absences and imaginings: the production of knowledge on globalisation and education’, Globalisation, Societies and Education, vol. 4, no. 2, pp. 303–318, 2006, doi: 10.1080/14767720600752882.
[31]
S. Higgins, ‘School mining clubs in Kono, Sierra Leone: the practices and imaginaries of a pedagogy of protest against social injustice in a conflict-affected context’, Globalisation, Societies and Education, vol. 16, no. 4, pp. 478–493, 2018, doi: 10.1080/14767724.2018.1512045.
[32]
F. Menashy, ‘Global Education Inc.: new policy networks and the neo-liberal imaginary/Consuming schools: commercialism and the end of politics/Follow the money: how foundation dollars change public school politics’, Globalisation, Societies and Education, vol. 14, no. 1, pp. 145–149, 2016, doi: 10.1080/14767724.2014.982077.
[33]
S. J. Ball, ‘Chapter 3: Transnational advocacy networks and policy entrepreneurship: Indiana Jones, business and schooling the poor’, in Global education inc: new policy networks and the neo-liberal imaginary, Abingdon, Oxon: Routledge, 2012 [Online]. Available: https://ebookcentral.proquest.com/lib/bristol/reader.action?docID=979024&ppg=53
[34]
M. E. Keck and K. Sikkink, Activists beyond borders: advocacy networks in international politics. Ithaca, N.Y.: Cornell University Press, 1998.
[35]
A. Olmedo and E. S. C. Grau, ‘Neoliberalism, policy advocacy networks and think tanks in the Spanish educational arena: The case of FAES’, Education Inquiry, vol. 4, no. 3, pp. 473–496, 2013, doi: 10.3402/edui.v4i3.22618.
[36]
R. King, S. Marginson, and R. Naidoo, Handbook on globalization and higher education. Cheltenham, UK: Edward Elgar, 2011.
[37]
D. Held, ‘The Great Globalisation Debate: An Introduction’, in The global transformations reader: an introduction to the globalization debate, 2nd ed., Cambridge, UK: Polity Press, 2003.
[38]
Erik Millstone, Melissa Leach, Sally Brooks, and Henry Lucas, ‘Silver Bullets, Grand Challenges and the New Philanthropy’. STEPS Centre, 2009 [Online]. Available: https://steps-centre.org/publication/silver-bullets-grand-challenges-and-the-new-philanthropy/
[39]
A. Olmedo, ‘Philanthropic governance: Charitable companies, the commercialisation of education and that thing called “democracy”’, in World yearbook of education 2016: the global education industry, A. Verger, C. Lubienski, and G. Steiner-Khamsi, Eds. Abingdon, Oxon: Routledge, 2016, pp. 44–62 [Online]. Available: https://www.taylorfrancis.com/books/9781315720357
[40]
L. Brilliant, J. Wales, and J. Rodin, ‘The Changing Practice of Philanthropy’, 6th Annual Global Philanthropy Forum - Financing Social Change: Leveraging markets and entrepreneurship, pp. 1–13, 2007 [Online]. Available: https://philanthropyforum.org/wp-content/uploads/2012/11/GPF_2007Transcripts_FINAL.pdf
[41]
C. Bronfman and J. Solomon, The art of giving: where the soul meets a business plan. San Francisco: Jossey-Bass, 2009.
[42]
A. Olmedo, ‘From England with love… ARK, heterarchies and global “philanthropic governance”’, Journal of Education Policy, vol. 29, no. 5, pp. 575–597, 2014, doi: 10.1080/02680939.2013.859302.
[43]
A. Olmedo, ‘Something old, not much new, and a lot borrowed: philanthropy, business, and the changing roles of government in global education policy networks’, Oxford Review of Education, vol. 43, no. 1, pp. 69–87, 2017, doi: 10.1080/03054985.2016.1259104.
[44]
R. Shamir, ‘The age of responsibilization: on market-embedded morality’, Economy and Society, vol. 37, no. 1, pp. 1–19, 2008, doi: 10.1080/03085140701760833.
[45]
J. Blackmore, ‘Cultural and gender politics in Australian education, the rise of edu-capitalism and the “fragile project” of critical educational research’, The Australian Educational Researcher, vol. 41, no. 5, pp. 499–520, 2014, doi: 10.1007/s13384-014-0158-8.
[46]
H. Kim, ‘The Rise of Transnational Education Corporations in the Asia Pacific’, The Asia-Pacific Education Researcher, vol. 25, no. 2, pp. 279–286, 2016, doi: 10.1007/s40299-015-0260-3.
[47]
A. Verger, G. Steiner-Khamsi, and C. Lubienski, ‘The emerging global education industry: analysing market-making in education through market sociology’, Globalisation, Societies and Education, vol. 15, no. 3, pp. 325–340, 2017, doi: 10.1080/14767724.2017.1330141.
[48]
L. Rönnberg, ‘From national policy-making to global edu-business: Swedish edu-preneurs on the move’, Journal of Education Policy, vol. 32, no. 2, pp. 234–249, 2017, doi: 10.1080/02680939.2016.1268725.
[49]
C. B. Riep, ‘Making markets for low-cost schooling: the devices and investments behind Bridge International Academies’, Globalisation, Societies and Education, vol. 15, no. 3, pp. 352–366, 2017, doi: 10.1080/14767724.2017.1330139.
[50]
J. Tooley, ‘Challenging educational injustice: “Grassroots” privatisation in South Asia and sub-Saharan Africa’, Oxford Review of Education, vol. 39, no. 4, pp. 446–463, 2013, doi: 10.1080/03054985.2013.820466.
[51]
A. Hogan, ‘# tellPearson: the activist “public education” network’, Discourse: Studies in the Cultural Politics of Education, vol. 39, no. 3, pp. 377–392, 2018, doi: 10.1080/01596306.2016.1269225.
[52]
C. B. Riep, ‘Fixing contradictions of education commercialisation: Pearson plc and the construction of its efficacy brand’, Critical Studies in Education, pp. 1–19, 2017, doi: 10.1080/17508487.2017.1281828.
[53]
A. Hogan, S. Sellar, and B. Lingard, ‘Commercialising comparison: Pearson puts the TLC in soft capitalism’, Journal of Education Policy, vol. 31, no. 3, pp. 243–258, 2016, doi: 10.1080/02680939.2015.1112922.
[54]
A. Hogan, ‘Boundary spanners, network capital and the rise of edu-businesses: the case of News Corporation and its emerging education agenda’, Critical Studies in Education, vol. 56, no. 3, pp. 301–314, 2015, doi: 10.1080/17508487.2014.966126.
[55]
K. Kumar, ‘Civil Society, Globalization, and Global Civil Society’, Journal of Civil Society, vol. 4, no. 1, pp. 15–30, 2008, doi: 10.1080/17448680802049562.
[56]
Julie A. Marsh and Priscilla Wohlstetter, ‘Recent Trends in Intergovernmental Relations: The Resurgence of Local Actors in Education Policy’, Educational Researcher, vol. 42, no. 5, 2013 [Online]. Available: https://www.jstor.org/stable/23462393?seq=1#metadata_info_tab_contents
[57]
G. Rezai-Rashti, A. Segeren, and W. Martino, ‘The new articulation of equity education in neoliberal times: the changing conception of social justice in Ontario’, Globalisation, Societies and Education, vol. 15, no. 2, pp. 160–174, 2017, doi: 10.1080/14767724.2016.1169514.
[58]
D. B. Edwards and W. C. Brehm, ‘The emergence of Cambodian civil society within global educational governance: a morphogenetic approach to agency and structure’, Journal of Education Policy, vol. 30, no. 2, pp. 275–293, 2015, doi: 10.1080/02680939.2014.970235.
[59]
P. Oxhorn, ‘Civil Society Without a State? Transnational Civil Society and the Challenge of Democracy in a Globalizing World’, World Futures, vol. 63, no. 5–6, pp. 324–339, 2007, doi: 10.1080/02604020701402715.
[60]
S. L. Robertson, ‘Absences and imaginings: the production of knowledge on globalisation and education’, Globalisation, Societies and Education, vol. 4, no. 2, pp. 303–318, 2006, doi: 10.1080/14767720600752882.
[61]
S. Sellar and B. Lingard, ‘The OECD and the expansion of PISA: new global modes of governance in education’, British Educational Research Journal, vol. 40, no. 6, pp. 917–936, 2014, doi: 10.1002/berj.3120.
[62]
X. Pons, ‘Fifteen years of research on PISA effects on education governance: A critical review’, European Journal of Education, vol. 52, no. 2, pp. 131–144, 2017, doi: 10.1111/ejed.12213.
[63]
S. Grek, ‘Governing by numbers: the PISA “effect” in Europe’, Journal of Education Policy, vol. 24, no. 1, pp. 23–37, 2009, doi: 10.1080/02680930802412669.
[64]
S. Sellar and B. Lingard, ‘The OECD and global governance in education’, Journal of Education Policy, vol. 28, no. 5, pp. 710–725, 2013, doi: 10.1080/02680939.2013.779791.
[65]
A. Verger, D. B. Edwards, and H. K. Altinyelken, ‘Learning from all? The World Bank, aid agencies and the construction of hegemony in education for development’, Comparative Education, vol. 50, no. 4, pp. 381–399, 2014, doi: 10.1080/03050068.2014.918713.
[66]
R. Yang, ‘International organizations, changing governance and China’s policy making in higher education: an analysis of the World Bank and the World Trade Organization’, Asia Pacific Journal of Education, vol. 30, no. 4, pp. 419–431, 2010, doi: 10.1080/02188791.2010.519692.
[67]
P. M. Tota, ‘Filling the gaps: the role and impact of international non-governmental organisations in “Education for All”’, Globalisation, Societies and Education, vol. 12, no. 1, pp. 92–109, 2014, doi: 10.1080/14767724.2013.858988.
[68]
M. Milana, ‘Global polity in adult education and UNESCO: landmarking, brokering and framing policy’, Globalisation, Societies and Education, vol. 14, no. 2, pp. 203–226, 2016, doi: 10.1080/14767724.2015.1010437.
[69]
M. O’Sullivan, ‘Effective International Non-Governmental Organisation (INGO) and Local Non-Governmental Organisation (LNGO) partnerships in education programmes: a case study of an Irish INGO and its partner LNGOs in Ethiopia’, Irish Educational Studies, vol. 27, no. 2, pp. 159–176, 2008, doi: 10.1080/03323310802021920.
[70]
M. Nishimuko, ‘The role of non‐governmental organisations and faith‐based organisations in achieving Education for All: the case of Sierra Leone’, Compare: A Journal of Comparative and International Education, vol. 39, no. 2, pp. 281–295, 2009, doi: 10.1080/03057920902750525.
[71]
S. Harvey and A. Peacock, ‘The Lifecycle of a South African Non-governmental Organisation: Primary Science Programme 1983-1999’, Comparative Education, vol. 37, no. 2, pp. 213–229, 2001, doi: 10.1080/03050060120043420.
[72]
D. Turnock, ‘The Role of NGOs in Environmental Education in South-eastern Europe’, International Research in Geographical and Environmental Education, vol. 13, no. 1, pp. 103–109, 2004, doi: 10.1080/10382040408668800.
[73]
J. O’Neill and I. Snook, ‘What Will Public Education Look Like in the Future and Why?’, New Zealand Journal of Educational Studies, vol. 50, no. 2, pp. 195–209, 2015, doi: 10.1007/s40841-015-0022-z.
[74]
A. Kupfer, ‘Towards a theoretical framework for the comparative understanding of globalisation, higher education, the labour market and inequality’, Journal of Education and Work, vol. 24, no. 1–2, pp. 185–208, 2011, doi: 10.1080/13639080.2010.534345.
[75]
A. Thorpe, ‘Education, privatisation and social justice: case studies from Africa, South Asia and South-East Asia’, Journal of Education Policy, vol. 30, no. 2, pp. 297–298, 2015, doi: 10.1080/02680939.2014.972797.
[76]
G. Walford, ‘Privatisation, education and social justice: Introduction’, Oxford Review of Education, vol. 39, no. 4, pp. 421–425, 2013, doi: 10.1080/03054985.2013.820464.
[77]
S. L. Robertson and R. Dale, ‘The social justice implications of privatisation in education governance frameworks: a relational account’, Oxford Review of Education, vol. 39, no. 4, pp. 426–445, 2013, doi: 10.1080/03054985.2013.820465.
[78]
J. Chan‐Tiberghien, ‘Towards a “global educational justice” research paradigm: cognitive justice, decolonizing methodologies and critical pedagogy’, Globalisation, Societies and Education, vol. 2, no. 2, pp. 191–213, 2004, doi: 10.1080/14767720410001733647.
[79]
S. L. Robertson and R. Dale, ‘Towards a “critical cultural political economy” account of the globalising of education’, Globalisation, Societies and Education, vol. 13, no. 1, pp. 149–170, 2015, doi: 10.1080/14767724.2014.967502.
[80]
M. Olssen, ‘Neoliberalism, globalisation, democracy: challenges for education’, Globalisation, Societies and Education, vol. 2, no. 2, pp. 231–275, 2004, doi: 10.1080/14767720410001733665.
[81]
P. Enslin, ‘Democracy, Social Justice and Education: Feminist strategies in a globalising world’, Educational Philosophy and Theory, vol. 38, no. 1, pp. 57–67, 2006, doi: 10.1111/j.1469-5812.2006.00174.x.