This volume considers the ways in which educational research is being shaped by policy across the globe. Policy effects on research are increasingly influential, as policies in and beyond education drive the formation of a knowledge-based economy by supporting increased international competitiveness through more effective, evidence-based interventions in schooling, education and training systems.

What consequences does this increased steering have for research in education? How do transnational agencies make their influence felt on educational research? How do national systems and traditions of educational research - and relations with policy - respond to these new pressures? What effects does it have on the quality of research and on the freedom of researchers to pursue their own agendas?

The 2006 volume of the World Yearbook of Education explores these issues, focusing on three key themes:

  • globalising policy and research in education
  • steering education research in national contexts
  • global-local politics of education research.

The 2006 volume has a truly global reach, incorporating transnational policy perspectives from the OECD and the European Commission, alongside national cases from across the world in contrasting contexts that include North and South America, Canada, France, Singapore, China, Russia and New Zealand. The range of contributions reflect how pervasive these developments are, how much is new in this situation and to what extent evidence-based policy pressures on research in education build on past relationships between education and policy.

This book considers the impact of the steering processes on the work and identities of individual researchers and considers how research can be organised to play a more active role in the politics of the knowledge economy and learning society.

chapter |14 pages


Education research and policy – steering the knowledge-based economy
ByJenny Ozga, Terri Seddon, Thomas S. Popkewitz

part |88 pages

Globalising policy and research in education

chapter |35 pages

Crossing borders

The European dimension in educational and social science research
ByAngelos Agalianos

chapter |13 pages

International policy research

‘Evidence' from CERI/OECD 1
ByTom Schuller

part |182 pages

Research steering in national contexts

chapter |14 pages

Toward new government of education research

Refashioning researchers as entrepreneurial and ethical subjects
ByKari Dehli, Alison Taylor

chapter |16 pages

The steering of educational policy research in neoliberal times

The case of Argentina
ByJorge Gorostiaga, Mónica Pini, Ana M. Donini, Mark B. Ginsburg

chapter |12 pages

The steering of educational research in post-Soviet Russia

Tradition and challenge
ByIrina Isaakyan

chapter |17 pages

The politics of educational research in contemporary postcolonial Malaysia

Discourses of globalisation, nationalism and education
ByCynthia Joseph

chapter |6 pages

Research as consultancy in the African university

A challenge to excellence
ByKenneth King

chapter |15 pages

Redesigning what counts as evidence in educational policy

The Singapore model
ByAllan Luke, David Hogan

chapter |15 pages

Performativity, measurement and research

A critique of performance-based research funding in New Zealand
ByPeter Roberts

chapter |17 pages

Global trends towards education and science

Tension and resistance
ByBarbara Schneider, Zack Kertcher, Shira Offer

chapter |29 pages

Neoliberalism liberally applied

Educational policy borrowing in Central Asia
ByGita Steiner-Khamsi, Iveta Silova, Eric M. Johnson

chapter |13 pages

Marketing academic issues

To what extent does education policy steer education research in Spain?
ByXavier Rambla

chapter |11 pages

Competition and interaction between research knowledge and state knowledge in policy steering in France

National trends and recent effects of decentralisation and globalisation
ByAgnès van Zanten

part |47 pages

Global–local politics of educational research

chapter |15 pages

Knowledge beyond the knowledge economy

Merely cultural? Merely commercial? Merely civilizing? 1
ByJohannah Fahey, Jane Kenway, Elizabeth Bullen, Simon Robb

chapter |14 pages

After methodolatry

Epistemological challenges for ‘risky' educational research
ByErica McWilliam

chapter |16 pages

Policy scholarship against de-politicisation

ByPatricia Thomson