Placing teachers in global governance agendas

S.L Robertson

Research output: Contribution to journalArticle (Academic Journal)

96 Citations (Scopus)

Abstract

This article examines the focus on teacher policies and practices by a range of global actors and explores their meaning for the governance of teachers. Through a historical and contemporary reading, I argue that an important shift in the locus of power to govern has taken place. I show how the mechanisms of global governance of teachers are being transformed from “education as (national) development” and “norm setting” to “learning as (individual) development” and “competitive comparison.” Yet despite tendencies toward a convergence of agendas, there are important differences between them. I conclude by examining the limits and possibilities of governing at a (global) distance, as well as the contradictions inherent in neoliberal framings of teacher policies to realize the good teacher.
Translated title of the contribution'Placing' teachers in global governance agendas
Original languageEnglish
Pages (from-to)584-607
Number of pages24
JournalComparative Education Review
Volume56
Issue number4
DOIs
Publication statusPublished - Nov 2012

Bibliographical note

Other: Special Issue on the Local and the Global in Reforming Teaching and Teacher Education - (November 2012) Editors: Lynne Paine and K. Zeichner

Keywords

  • Globalization
  • teachers
  • governance

Fingerprint Dive into the research topics of 'Placing teachers in global governance agendas'. Together they form a unique fingerprint.

Cite this