Making Education Markets through Global Trade Agreements

Autor/in	Robertson, Susan L.
Titel	Making Education Markets through Global Trade Agreements
Quelle	In: Globalisation, Societies and Education, 15 (2017) 3, S.296-308 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robertson, Susan L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2017.1345408
Schlagwörter	International Trade; Social Systems; Laws; Educational Philosophy; Political Influences; Futures (of Society); Services; Global Education; Commercialization; Prediction; Investment; Neoliberalism; Competition; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Trade; International relations; Handel; Internationale Beziehungen; Social system; Soziales System; Law; Recht; Bildungsphilosophie; Erziehungsphilosophie; Political influence; Politischer Einfluss; Future; Society; Zukunft; Dienstleistung; Globales Lernen; Vorhersage; Investments; Geldanlage; Investiton; Neo-liberalism; Neoliberalismus; Wettkampf; Ausland; Großbritannien
Abstract	This paper uses the global trade negotiations and agreements, which include education sectors as potentially tradable services, to show the complex processes at work in making global education markets. Drawing on the work of Jens Beckert and others, I focus on the micro-processes of making capitalist orders and the challenges at hand in bringing decommodified sectors, like education, with distinctly different narratives to sustain their purpose. These processes include reimagining and offering alternative narratives to the idea of education as a public service; the reformatting of the education into the language of trade and legal documents; the use of devices, such as forecasting to represent the gains to be had into the future of trade agreements, or dispute settlement mechanisms to manage claims; and the strategic use of space and time as political resources to minimise frictions and lock in a preferred future for investors. I conclude by arguing that the ongoing circulation of alternative narratives about education makes instituting education particularly challenging, so that the future for investors is in no more way certain, despite efforts to reorient expectations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01