Knowledge Banking in Global Education Policy: A Bibliometric Analysis of World Bank Publications on Public-Private Partnerships

Autor/inn/en	Menashy, Francine; Read, Robyn
Titel	Knowledge Banking in Global Education Policy: A Bibliometric Analysis of World Bank Publications on Public-Private Partnerships
Quelle	In: Education Policy Analysis Archives, 24 (2016) 95, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Global Approach; Educational Policy; International Organizations; Bibliometrics; Authors; Publications; Private Sector; Criticism; Economic Factors; Policy Formation; Geographic Regions; Networks; Educational Research; Educational Development + Suchen Sie Ihr Suchwort? Globales Denken; Politics of education; Bildungspolitik; International organisation; International organisations; International organization; Internationale Organisation; Bibliometrie; Author; Autor; Autorin; Privater Sektor; Kritik; Ökonomischer Faktor; Politische Betätigung; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung
Abstract	As a leading mobilizer of international development and educational knowledge, the World Bank has been critiqued in two key areas: (1) the dominance of economic thinking in its policies, and (2) its Northern-generated knowledge which informs its work in the Global South. In this paper, we investigate the disciplinary foundation of Bank knowledge, as well as its geographic representation. This study pays particular attention to knowledge mobilization relating to one of the most contentious policy prescriptions worldwide, and one that the Bank has historically supported: private sector engagement in education. By employing the concepts of economic imperialism and policy networks to frame our study, and through the use of a bibliometric methodological approach, we trace the authorship patterns of publications cited in a series of key World Bank documents on private sector engagement in education. Our findings show that the World Bank mobilizes research production from the Global North, which reflects a disproportionate economic disciplinary focus. Moreover, through a mapping of the cited authors, this network is shown to be highly narrow and privileges authors from a small subset of elite institutions. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01