Scientization of international educational development

Editorial Introduction

Authors

  • Teklu Abate Bekele The American University in Cairo

DOI:

https://doi.org/10.7577/njcie.4596

Downloads

Download data is not yet available.

Author Biography

Teklu Abate Bekele, The American University in Cairo

Associate Professor of International and Comparative Education, the Graduate School of Education, the American University in Cairo

References

Bekele, T. A., Toprak, M., Karkouti, I., & Wolsey, T. D. (2021). Regional intergovernmental organizations in the Global South: Emerging education policy nodes between the global and the national. Education Policy Analysis Archives, 29(130), 1-21. https://doi.org/10.14507/epaa.29.6763

Broome, A., Homolar, A., & Kranke, M. (2018). Bad science: International organizations and the indirect power of global benchmarking. European Journal of International Relations, 24(3), 514–539. https://doi.org/10.1177/1354066117719320

Carnoy, M. (1999). Globalization and educational reform: What planners need to know. Fundamentals of Educational Planning. International Institute for Educational Planning, UNESCO.

Castells, M. (2000). The rise of the network society. Vol. 1. (2nd ed.). Blackwell Publishers.

Gibbons, M., Limoges, C., Nowotny, H., Schwartzman, S., Scott P., & Trow, M. (1994). The new production of knowledge. The dynamics of science and research in contemporary society. Sage Publications Ltd.

Knorr Cetina, K. (2007). Culture in global knowledge societies: Knowledge cultures and epistemic cultures. Interdisciplinary Science Reviews, 32(4), 361-375.

Krishnan, B. C. (2006). Towards intellectual globalization: A theoretical exploration and its implications for research. Journal of International Management, 12, 196–207.

Meyer, J. W. (2009). Reflections: Institutional theory and world society. In G. Kruecken, & G. Drori (Eds.), World society: the writings of John W. Meyer (pp. 36-63). Oxford University Press.

Meyer, J. W. (2010). World society, institutional theories, and the actor. Annual Review of Sociology, 36, 1-20.

Niemann, D., & Martens, K. (2018). Soft governance by hard fact? The OECD as a knowledge broker in education policy. Global Social Policy, 18(3), 267–283. https://doi.org/10.1177/1468018118794076

OECD. (1996). The knowledge-based economy. OECD.

Rautalin, M., Syväterä, J., & Vento, E. (2021). International organizations establishing their scientific authority: Periodizing the legitimation of policy advice by the OECD. International Sociology, 36(1), 3–24.

Robertson, S. L. (2012). Researching global education policy: Angles in/on/out. The Centre for globalization, education and societies. http://susanleerobertson.com/publications/

UNESCO. (2005). Towards knowledge societies. UNESCO Publishing.

World Bank. (2002). Constructing knowledge societies: New challenges for tertiary education. The World Bank.

Zapp, M. (2017). The World Bank and education: Governing (through) knowledge. International Journal of Educational Development, 53, 1–11.

Zapp, M. (2020). The authority of science and the legitimacy of international organizations: OECD, UNESCO and World Bank in global education governance. Compare: A Journal of Comparative and International Education. https://doi.org/10.1080/03057925.2019.1702503

Downloads

Published

2021-10-26

How to Cite

Bekele, T. A. (2021). Scientization of international educational development: Editorial Introduction. Nordic Journal of Comparative and International Education (NJCIE), 5(3), 1–5. https://doi.org/10.7577/njcie.4596