Global mobility and the challenges of educational research and policy
Introduction Over the past few decades, we have witnessed ever-increasing levels of mobility facili tated not only by the revolutionary developments in communication and transport technologies but also by major shifts in the ways in which economic and political activity is conducted. A number of chapters in this volume ( Globalization and the Study of Education ) have noted how educational ideas now move, circulating globally, and how there are now new modes in the production and dissemination of educational knowledge that are globally calibrated. There have been wide-ranging discussions about the forms and extent of global policy convergence in educational policy around a neoliberal social imaginary (Rizvi & Lingard, 2009). Authors such as Steiner-Khamsi (2004), have sought to provide an account of the politics of “policy borrowing.” While circulation of policy ideas in education have of course been greatly facilitated by advances in information and communication technologies, equally significant has been the role of international organizations such as the World Bank and the OECD-as indeed has been the part transnational corporations have played in demanding from national policy makers a particular set of educational policy configurations. In this sense, policy ideas have become mobile in consort with shifts in global economic activity, resulting in new patterns and practices associated with the global mobility of capital.