In this timely, cogent analysis of trends and powerful forces shaping global educational policy today, Joel Spring focuses on how economization is making economic growth and increased productivity the main goals of schools, and the ways these goals are achieved—including measuring educational policies by their costs and economic benefits, shaping family life to ensure productive workers and high-achieving students, introducing entrepreneurship education into curricula from preschool through higher education, and increasing the involvement of economists in educational policy analysis. Close attention is given to the Organization for Economic Cooperation and Development (OECD), the World Bank, the World Economic Forum, and multinational corporations, which, as advocates of economization, want schools to focus on teaching hard and soft skills needed by the global labor market. Economization raises questions about the effects of economically driven agendas for schools: Will education policies advocated by global organizations and multinational businesses corporatize and standardize human personalities and families? What type of global worker is being sought by global organizations and multinational corporations? What education programs are supported to educate the ideal global worker? What is the ideal family life for economic growth and development? Detailing and analyzing the politics and motivations driving economization, the book concludes with an assessment of the impacts of the confluence of business interests, economic theories, governments, and educators.

Open-access edition: DOI 10.6069/9780295748856 Beginning in the late nineteenth century, India played a pivotal role in global conversations about population and reproduction. In Reproductive Politics and the Making of Modern India, Mytheli Sreenivas demonstrates how colonial administrators, postcolonial development experts, nationalists, eugenicists, feminists, and family planners all aimed to reform reproduction to transform both individual bodies and the body politic. Across the political spectrum, people insisted that regulating reproduction was necessary and that limiting the population was essential to economic development. This book investigates the often devastating implications of this logic, which demonized some women’s reproduction as the cause of national and planetary catastrophe. To tell this story, Sreenivas explores debates about marriage, family, and contraception. She also demonstrates how concerns about reproduction surfaced within a range of political questions—about poverty and crises of subsistence, migration and claims of national sovereignty, normative heterosexuality and drives for economic development. Locating India at the center of transnational historical change, this book suggests that Indian developments produced the very grounds over which reproduction was called into question in the modern world. The open-access edition of Reproductive Politics and the Making of Modern India is freely available thanks to the TOME initiative and the generous support of The Ohio State University Libraries.

Due to the economic and social effects of globalization democracy is currently in crisis in many states around the world. This book suggests that solving this crisis requires rethinking democratic education. It argues that educational public policy must cultivate democratic relationships not only within but also across and between states, and that such policy must empower citizens to exercise democratic control in domestic as well as in inter- and transnational politics. Democratic Education in a Globalized World articulates and defends democratic conceptions of global citizenship education and educational justice on the basis of a democratic understanding of global justice. It will be of interest to researchers across the fields of education, political theory, philosophy, development and postcolonial studies.

Drawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as decontextualised learners premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society.

We live in the era of the knowledge-based economy, and this has major implications for the ways in which states, cities and even supranational political units are spatially planned, governed and developed. In this book, Sami Moisio delves deeply into the links between the knowledge-based economy and geopolitics, examining a wide range of themes, including city geopolitics and the university as a geopolitical site. Overall, this work shows that knowledge-based "economization" can be understood as a geopolitical process that produces territories of wealth, security, power and belonging. This book will prove enlightening to students, researchers and policymakers in the fields of human geography, urban studies, spatial planning, political science and international relations.

Originally published: 1995. Paperback reissue, with a new preface by the author.

Tracing neoliberalism's devastating erosions of democratic principles, practices, and cultures. Neoliberal rationality—ubiquitous today in statecraft and the workplace, in jurisprudence, education, and culture—remakes everything and everyone in the image of homo oeconomicus. What happens when this rationality transposes the constituent elements of democracy into an economic register? In Undoing the Demos, Wendy Brown explains how democracy itself is imperiled. The demos disintegrates into bits of human capital; concerns with justice bow to the mandates of growth rates, credit ratings, and investment climates; liberty submits to the imperative of human capital appreciation; equality dissolves into market competition; and popular sovereignty grows incoherent. Liberal democratic practices may not survive these transformations. Radical democratic dreams may not either. In an original and compelling argument, Brown explains how and why neoliberal reason undoes the political form and political imaginary it falsely promises to secure and reinvigorate. Through meticulous analyses of neoliberalized law, political practices, governance, and education, she charts the new common sense. Undoing the Demos makes clear that for democracy to have a future, it must become an object of struggle and rethinking.