Theorizing Privatization in Education: Comparing Conceptual Frameworks and the Value of the Capability Approach

Autor/in	Menashy, Francine
Titel	Theorizing Privatization in Education: Comparing Conceptual Frameworks and the Value of the Capability Approach
Quelle	In: Current Issues in Comparative Education, 16 (2013) 1, S.13-25 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-1615
Schlagwörter	Comparative Education; Privatization; International Education; Educational Policy; Advocacy; Criticism; Educational Trends; Trend Analysis; Government Role; Educational Finance; Access to Education; Educational Quality; Policy Analysis + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Privatisation; Privatisierung; Internationale Erziehung; Politics of education; Bildungspolitik; Sozialanwaltschaft; Kritik; Bildungsentwicklung; Trendanalyse; Bildungsfonds; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Politikfeldanalyse
Abstract	The past decade has witnessed a notable shift in the international education policy environment, characterized by a rapid growth in private educational provision. In the context of a divisive debate on the role of the non-state sector in primary and secondary education, this paper grapples with the theoretical underpinnings of both advocacy and critique of educational privatization, paying particular attention to a rise in low-fee private schools and public-private partnerships. It is argued that three of the most commonly adopted conceptual frameworks--the neoclassical, social primary goods and rights-based approaches--each have notable shortcomings when applied to an analysis of privatization. In light of this, the overarching aim of this paper is to offer the human capability approach and to argue that it is the strongest and most appropriate framework for understanding and analyzing the complex and multi-faceted issue of private sector engagement in education. (As Provided).
Anmerkungen	Teachers College, Columbia University. International and Transcultural Studies, P.O. Box 211, 525 West 120th Street, New York, NY 10027. e-mail: info@cicejournal.org; Web site: http://www.tc.columbia.edu/cice
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10