New State Formations in Education Policy: Reflections from Spain explores globalization, shifting state spaces and education in relation to a diverse set of processes including democratization, decentralization, and Europeanization.

Featuring a sweeping array of essays from scholars of state formation and development, this book presents an overview of approaches to studying the history of the state. Focusing on the question of state formation, this volume takes a particular look at the beginnings, structures, and constant reforming of state power. Not only do the contributors draw upon both modernist and postmodernist theoretical perspectives, they also address the topic from a global standpoint, examining states from all areas of the world. In their diverse and thorough exploration of state building, the authors cross the theoretical, geographic, and chronological boundaries that traditionally shape this field in order to rethink the customary macro and micro approaches to the study of state building and make the case for global histories of both pre-modern and modern state formations.

This book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors’ voices come from a variety of contexts – some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about “who we are” not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.

This volume proffers a unique perspective on the transformation of education in the 21st century, by bringing together leading researchers in education, sociology and geography to address directly questions of space in relation to education and learning.

Drawing on scholarship from the field of internationalisation in higher education and other theoretical influences in education policy, comparative education and sociology of education, this edited collection offers a much-needed extension of discussion and research into the compulsory schooling context. In this book, established and emerging scholars provide an authoritative set of conceptual tools for researchers in the field of internationalisation of compulsory schooling. It provides an overview of the current knowledge base and ways in which future research could engage with gaps in understandings. Through detailed case studies of the multiple forms of internationalisation present within schools and schooling systems, the volume considers why and how processes of internationalisation are shaping compulsory schooling today. This book will offer scholars and educators a clearer, more coherent set of conceptual frameworks within which to position their work in sociology of education, and international and comparative education, helping to develop a more comprehensive understanding of the many ways compulsory schooling is being internationalised, and with what consequences.

This book examines the policies and realities of internationalization of higher education (IHE) in China. The author constructs a theoretical framework by drawing on theories of state formation, globalization, internationalization of higher education, and education policy. Using a constructivist-interpretive qualitative approach, the author examines China's state policy on IHE between 1949 and 2019 and the reality of IHE at three universities in China. From a "policy into practice" perspective, the book highlights the tensions, challenges, and possibilities between macro state policy narratives and institutional realities. It offers insights into the policy-making and practice of IHE. The book will appeal to scholars of higher education, sociology of education, and comparative and international education.

A critique of what lies behind the use of data in contemporary education policy While the science fiction tales of artificial intelligence eclipsing humanity are still very much fantasies, in Algorithms of Education the authors tell real stories of how algorithms and machines are transforming education governance, providing a fascinating discussion and critique of data and its role in education policy. Algorithms of Education explores how, for policy makers, today’s ever-growing amount of data creates the illusion of greater control over the educational futures of students and the work of school leaders and teachers. In fact, the increased datafication of education, the authors argue, offers less and less control, as algorithms and artificial intelligence further abstract the educational experience and distance policy makers from teaching and learning. Focusing on the changing conditions for education policy and governance, Algorithms of Education proposes that schools and governments are increasingly turning to “synthetic governance”—a governance where what is human and machine becomes less clear—as a strategy for optimizing education. Exploring case studies of data infrastructures, facial recognition, and the growing use of data science in education, Algorithms of Education draws on a wide variety of fields—from critical theory and media studies to science and technology studies and education policy studies—mapping the political and methodological directions for engaging with datafication and artificial intelligence in education governance. According to the authors, we must go beyond the debates that separate humans and machines in order to develop new strategies for, and a new politics of, education.