This paper focusses on the changes brought about by the participation of new actors and the modification of roles of those existing ones to the analysis of education policy at multiple levels. Global policy networks reconfigure what was traditionally known as the space of “the social”. They conform new communities, allowing and facilitating the creation of new connections and supporting new political projects and solutions to existing educational problems. In previous publications we have analised the role and changes that the State has experimented when coming into contact with such networks. This paper looks at the impact of such new actors and new forms of political organisation over the field of education policy. It also suggest new conceptual structures needed to facilitate a critical approach to such changes and new models that have arisen throughout the last decade at a global level.
|Translated title of the contribution||Investigating educational policy networks. An epistemological challenge|
|Number of pages||58|
|Journal||Con-Ciencia Social (segunda época)|
|Publication status||Published - 1 May 2018|