This article offers a theoretical intervention in new and emergent approaches to analysing China's coercive nation-building policies under Xi Jinping. The author contends that the recent Western framing of CCP policies as genocidal or necropolitical, predicated on notions of settler colonialism and indigeneity, not only strips minority…

This article presents a comparative analysis of two country-specific cases. The comparative analysis is situated within the broad domain of the changing knowledge economy landscape for educational policy. The two cases examine the transfer, embedding and enactment of policies during the interactions between supranational, national, institutional…

This article is an initial attempt to illustrate how patterns of academic mobility in the history of universities have been framed by the international politics of particular time periods. The article briefly looks at "the medieval period" and then at the emergent colonial and nationalist periods, including the ways that institutions as…

Examines the local conditions that enabled the development and installation of the New Zealand model of neoliberalism and new public management, characteristics that made it desirable and that would allow its incorporation at a global level, and how implementation was accomplished. Draws implications for the relationship between comparative…

Examines political aspects of international aid to education in Latin America, focusing on drastic ideological changes in the widespread shift from the liberal to the neoliberal state. Analyzes dilemmas and tensions of external aid, touching on the World Bank's roles and elements of its lending processes, particularly research policies. Addresses…

Examines the social corporatism model of policy formation as it has contributed to various cycles of Norwegian educational reform since the mid-1800s. Concludes that, although corporatism is a tool of social control, it also provides a feasible mechanism for revolutionary policy formation. Contains 39 references. (SV)

Comments on the selective nature of the Thatcher government's interest in and enthusiasm for features of the West German education system. Compares Great Britain's and West Germany's systems with regard to student assessment, compulsory curriculum, school-leaving qualifications, vocational education, and centralization of authority. Contains 32…

Presents a historical overview of selection mechanisms determining admission to higher education in Hungary. Discusses traditional centralized control of society and education, shifts in university admission criteria from family background and financial position to political reliability to knowledge and competence, and current trends. Contains 30…

Analyzes institutional responses to homelessness among children and youth in the United States and Brazil as a means of understanding the workings of the neoliberal state, both in developing and developed nations. Highlights a major contradiction of neoliberalism--its promotion of symbolic political and social inclusion, while simultaneously…

Compares the histories of Brazilian and U.S. federal government policies toward educational governance. Argues that current policies that apparently support decentralization and privatization actually ensure the continued hegemony of the state while relieving it of financial and social responsibilities related to efficiency and equity. Contains 47…

Examines the dynamic aspects and political nature of educational policymaking in France's centralized educational system. Considers the obstacles to the introduction and implementation of comprehensive middle schools, created in 1963 to permit social mobility through education. Contains 48 references. (SV)

Analyzes the relationship between radical social transformation and educational reform in Algeria, China, Cuba, Ethiopia, Iran, Mozambique, and Nicaragua. Examines seven policy areas before and after transformation: centralized control, access to education, tracking, curriculum, personnel, language of instruction, and literacy. (28 references) (SV)

Shows how Tunisia's national educational program is implemented unevenly in different regions with resulting disadvantages for rural populations, especially rural girls and women. Specifies ways the politics and public policy appear to influence regional differences in educational outcomes. Examines educational, economic, and political…