Global-Local Imbrications in Education Policy: Methodological Reflections on Researching the Sociology of "Teach for Bangladesh"

Autor/inn/en	Adhikary, Rino Wiseman; Lingard, Bob
Titel	Global-Local Imbrications in Education Policy: Methodological Reflections on Researching the Sociology of "Teach for Bangladesh"
Quelle	In: London Review of Education, 17 (2019) 3, S.252-267 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-8479
Schlagwörter	Educational Policy; Policy Analysis; Foreign Countries; Developing Nations; Global Approach; Power Structure; Ethnography; Networks; Educational Sociology; Governance; Social Systems; Private Financial Support; Philanthropic Foundations; Cultural Influences; Educational Development; International Organizations; Nongovernmental Organizations; Bangladesh + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politikfeldanalyse; Ausland; Developing country; Developing countries; Entwicklungsland; Globales Denken; Ethnografie; Bildungssoziologie; Erziehungssoziologie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Social system; Soziales System; Private Investition; Philanthropismus; Cultural influence; Kultureinfluss; Bildungsentwicklung; International organisation; International organisations; International organization; Internationale Organisation; Bangladesch
Abstract	This article documents the methodological thinking that underpined a sociological study of "Teach for Bangladesh" ("TFB"), a globally mobile yet locally embedded education policy situated in a developing world context. In order to reassess education policy vis-à-vis spatialities-power, relationships-resources, culture-change and imaginations-flows of globalization, this methodological thinking has to be both flexible and innovative. Analysis (topological) has demanded a combination of global ethnography and network ethnography, the former allowing global forces to be understood as spatially and culturally imbricated within intersecting policy worlds ([g]local cases), and the latter mapping and analysing spaces (networks and relations) and places (cultural negotiations) that characterize power within such imbrications. Data were collected both online and on site, resulting in both empirical advantages and practical challenges. As a sociological attempt to study policy mobilities in education in a Southeast Asian context, this study offers an innovative methodology and a befitting set of analytical vocabulary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01