Steiner-Khamsi, G., & Stolpe, I. (2006

1 globalization - Globalization does capture, in a very broad sense, what has been occurring in Mongolia. This trendy characterization suffers, however, from many short-comings. Among other deficiencies, it is devoid of agency, process and rationale. How does policy transfer to Mongolia from elsewhere occur? Why do certain global reforms resonate in Mongolia? Why not others?

are educational systems abandoning their distinct cultural conceptions of "good education" or "effective schools" and gradually converging towards international model of ed? Barriers to global trade eliminated, anything can be imported and exported (2) even educational reforms. Trajectory unidirectional - from high to low income countries. Increasingly becoming similar. Reflects view of dependence, hegemony and exploitation. Weak and strong cases for studying divergence.

Meyer and Ramirez - not only converging in structure, organization and content - but also in values of education, progress and soc justice.

is an adoption of reform models from elsewhere voluntary or imposed, randomly diffused or systematically disseminated, a complement or supplement to existing local reforms, and ultimately, good or bad (5)?

neoinstitutionalism does not account for colonialization

Anderson-Levitt (2003) "A world culture of schooling?" criticizes convergence theories for taking global schooling models at face value. (Local meanings, global schooling)

Schriewer (2004a) "konstruktion von internationalitat" comparing research literature in different countries - no overlap. OCW example!! (p 7) they remark country's historical and political context better predictor of internationality than globalization (Schriver p33)

"There is a convergence of educational reforms, but perhaps it is only at the level of brand names, that is, in the language of reform. Once a discourse is transplanted form one context to another and subsequently enacted in practice, it changes meaning."

Steiner-Khamsi and Quist 2000, (Reopening the case of Achimota in British Ghana) Steiner-Khamsi 2004a discuss political reasons for transnational policy borrowing, only started to explore political ones (Steiner-Khamsi and Stolpe 2004)

distinction between "policy talk", "policy action" and "policy implementation" (Cuban 1998) How schools change reforms.

convergence often occurs exclusively at the level of policy talk, in some instances also at the level of policy action, but rarely at the level of implementation.

rapid dissemination of school reform models - epidemic (Levin 1998 - An Epidemic of education policy . Comparative Ed.). "But it is novel to systematically apply an epidemiological model to explain why, from a plethora of school reforms, only a few appear in different corners of the world." lately they have mostly been neoliberal... Can OER be seen as neoliberal? colonialist? Social networks - small world research (Watts 2003), diffusion of innovation (Rogers 1995 - Diffusion of innovations.) lazy S curve. transfer of choice between US and England/Wales in 1990's. myriad studies showing how choice reform functioned in other systems, externalization has salutary effect, helps to certify a reform that otherwise would have been contested.

- but OCW has never been "proven", indeed has very unclear goals (except marketing)...

"Once a critical mass of such late adopters ahve borrowed a particular reform, the geographic and cultural origin of the reform vanishes, lowering the threshold for the decontextualized and de-territorialized version to spread rapidly to the remaining educational systems. Global dissemination occurs at this stage. An epidemic ends, or the phase of global dissemination ceases, when most educational systems have already selctively borrowed bits and peices of the reform and thereby generated immunity from other aspects of the reform. Early adopters are those educational systems that emulate reform from elsewhere during the slow-growth phase, whereas late adopters join a reform movement after a substantial number of systems have already imported the reform. Very often they do not borrow from the original(s), because the educational systems that initiated the reform have moved on to implementing new reforms, but borrow secondhand from other late adopters.

- can we really say that Hewlett/MIT started the OER thing? no, but OCW... yes. a very particular way of doing open ed. are people now borrowing from other countries? not really, although network.

- role of world systems theory? power? colonies?

- bilateral donors - have they played a role? other than Hewlett? How about UNESCO? India/China?

local NGOs master "NGO-speak" and focus exclusively on initiatives for which they are likely international funding

-Mundy and Murphy 2001: transnational advocacy networks. Boli and Thomas 199: (INGOs and the organization fo world culture) global social movements, in their capacity as global civil society influence not only world politics but also national governments. Appadurai 2000.

- But OCWC etc is not an organization of outsiders pressing universities to open access, but rather of universities themselves that see this as both good, and positive for the own university.

- David Phillips theory of policy attraction (2004) Toward a theory of policy atraction in education. in Khamsi.

- Jurgen Schriever (1990) criticized normative and meliorative approaches to the study of policy borrowing. references to other systems serve as leverage to carry out reforms that would otherwise be contested. The method of comparison and the need for externalization. Theories and methods in comp ed. with B Holmes.

boli and thomas, international world culture and INGOs - "constructing world culture"

discourse formation in comparative education, schriewer

schriewer, konstruktion von internationalitaet

The woman at the world bank

MIT as a norm entrepreneur

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Silova (2004)

transfer can involve not only practices, but discourses. The fact that the borrowed program was not implemented, does not mean that the transfer did not occur.

Spreen (2004)

while initially international lessons learned were important levers for policy making and legitimizing contested approaches, as different features of reforms are institutionalized and become mainstream concept, they are politically viable only if their international origins are concealed. (102)

period of external transactions: groups outside the dominant system who are dissatisfied with the current policy directions engage external references to negotiate with the government of the day. Das internationale Argument. (107)

During the implementation phase of internalizations and ownership, global skills and international competitiveness - rather than proven practice as determined by implementation elsewhere - are touted as features of reform. In terms of establishing local meanings and understandings, ownership, rather than imported ideas, brings legitimacy to a policy initiative. (109)

Luschei (2004)

Escuela nueva in Brazil

- does OCW threaten anyone? disrupt their roles? power structures? not really - for now...

Steiner-Khamsi (2004b) (politics of borrowing and lending)

When we deal with globalization and transnational transfer processes in education, it is necesary to always keep the acotrs in mind. There is no such thing as "agency-free" dissemination or reception, lending or borrowing, export or import.

Naturally, international organizations come to mind as facilitators, and at times initiators and administrators, of transnational policy borrowing and lending.

Steiner-Khamsi (2004c)

Blazing a trail

For example, despite all the political and economic pressure on low-incomce countries to comply with "international standards" in education, imported policies do not have homogenizing effects, that is, they do not lead to a convergence of educational systems. (202)

why do INGOs promote policy transfer? not cheap. high cost of local adaptation and implementation to make a borrowed model effective (Richardson, 1993). virtually every organization giving grants has developed a portfolio with their "best practices," as well as corresponding management structure that serves the dissemination and supervision of these practices. First, int'l orgs need to mark their presence and demonstrate that their projects have an impact. Trademarks. For example, Save the Children U.S. prioritizes community-based education, the Open Society Institute/Soros Foundation, critical thinking; DANIDA (Danish bilateral agency), student-centered learning; ...

transfer cost might not be high if we consider divsion of labor. local staff is cheap. neocolonialist. Third, prepackaged, modularized and checklisted programs developed at the headquarters of international organizations and subsequently transferred to their field offices are easier to manage than locally developed programs. Glotzer 1996, TC as dissemination hub.

agents operated in a dense and highly institutionalized set of material and normative structuresMintrom and Vergari 1995 issue networks

these issue networks are institutionalized in the form of associations, journals, newsletters, list-serves and conferences. The role of policy entrepreneurs brokering a particular reform. Mintrom 1997.

exposure is key, some individuals hold professional positions that make them exposed. Their ability to maintain "weak ties" to different clusters of stakeholders that are spread throughout the globe (Granovetter, 1973, 1983) elevates them to global players in school reform. Social network theory helps us to understandt he role of institutions in disseminating educational policies. Granovetter - The strength of weak ties.

Bennett (1991) distinguishes among four different processes + emulation, elite networking, harmonization, and penetration.

What is policy convergence and what causes it?

Steiner-Khamsi, G., & Stolpe, I. (2006

Meyer and Ramirez - not only converging in structure, organization and content - but also in values of education, progress and soc justice.

neoinstitutionalism does not account for colonialization

Anderson-Levitt (2003) "A world culture of schooling?" criticizes convergence theories for taking global schooling models at face value. (Local meanings, global schooling)

distinction between "policy talk", "policy action" and "policy implementation" (Cuban 1998) How schools change reforms.

convergence often occurs exclusively at the level of policy talk, in some instances also at the level of policy action, but rarely at the level of implementation.

- but OCW has never been "proven", indeed has very unclear goals (except marketing)...

- can we really say that Hewlett/MIT started the OER thing? no, but OCW... yes. a very particular way of doing open ed. are people now borrowing from other countries? not really, although network.

- role of world systems theory? power? colonies?

- bilateral donors - have they played a role? other than Hewlett? How about UNESCO? India/China?

local NGOs master "NGO-speak" and focus exclusively on initiatives for which they are likely international funding

- But OCWC etc is not an organization of outsiders pressing universities to open access, but rather of universities themselves that see this as both good, and positive for the own university.

- David Phillips theory of policy attraction (2004) Toward a theory of policy atraction in education. in Khamsi.

lucidity of fuzzy predictions in case study research

about case studies: Bassey 2001, Hammersley 2001, Pratt 2003

Bassey: A solution to the problem of generalization in educational research. Oxf. Rev of Ed.

Hammersley: On Michael Bassey's concept of the fuzzy generalization. Oxf. rev of Ed

Pratt: On Martyn Hammersley etc

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Steiner-Khamsi, G. (2002

-Ausland als Argument, das Internationale Argument, Bezugnahme auf Welt - Schriewer

Externalisiering, Rekontekstualisiering, Internalisierung

* is it that this idea was brand new? why was it easier to adopt an idea from abroad, than to come up with something locally? could something local that already existed only be accepted/endorsed through the lens of something external?

- example of school for black Americans taken to African colonial countries - external support

- example of NGO in

Schriewer, J., & Martinez, C. (2004). Constructions of Internationality in Education. In Steiner-Khamsi, G. (Ed). The Global Politics of Educational Borrowing and Lending. New York: Teachers College Press.

Meyer and Ramirez: neo-institutionalist. dissemination of "world-level developmental cultural account and educational ideology". combination of key concepts that have shaped the self-interpretation of European modernity. institutionalized legitimating muths. 1) indivdiual personality 2) equalization of social and political opportunities 3) economic development and national progress 4) political order guaranteed by nation state (ramirez and boli). role of educational researchers.

lot's of research quantitative, economic, psychological etc. However, comparative history and sociology of social sciences! self-referential system reflection.

externalization. externalization to world situations, or externalization to tradition. discursive interpretation of international phenomena for issues of educational policy or ideological legitimization. selectively chooses reference societies and aspects to highlight to match needs in the own society. not automatically following center-periphery model. (p 32)

internationalization (process) vs internationality (semantic construction)

While learning via regional or global networks helps promote an 'international policy culture', or what has also been called ‘global discourses’ (Deacon, 1999)

In short, networks are a structural framework for policy

oriented learning (Knoepfel & Kissling-Näf, 1998: 347).

Networks are an organisational form with extraordinary capacities for innovation, managing risk, building trust, facilitating joint action and gathering information in a manner that flows around and between geograp

Stone, D. (2000). Learning Lessons, Policy Transfer and the International Diffusion of Policy Ideas. Centre for the Study of Globalisation and Regionalisation.