ABSTRACT
Globalizing Logics If one were to name an issue that has come to be found near the top of the list of crucial topics within the critical education literature, it would be globalization. It is a word with extraordinary currency. This is the case not only because of trendiness. Exactly the opposite is the case. It has become ever more clear that education cannot be understood without recognizing that nearly all educational policies and practices are strongly influenced by an increasingly integrated international economy that is subject to severe crises, that reforms and crises in one country have significant effects in others, that the immigration and population flows from one nation or area to another have tremendous impacts on what counts as official knowledge and what counts as a responsive and effective education, and the list could continue for quite a while (see Burbules & Torres, 2009; Dale & Robertson, 2009; Peters, 2005; Rhoads & Torres, 2006). Indeed, as I show in Educating the “Right” Way (Apple, 2006) and The State and the Politics of Knowledge (Apple et al., 2003), all of these social and ideological dynamics and many more are now fundamentally restructuring what education does, how it is controlled, and who benefits from it throughout the world.
