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Educational Policy Transfer in an Era of Globalization: Theory – History – Comparison

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Jeremy Rappleye

As education becomes increasingly global, the processes and politics of transfer have become a central focus of research. This study provides a comprehensive analysis of contemporary theoretical and analytical work aimed at exploring international educational reform and reveals the myriad ways that globalization is now fundamentally altering our dominant conceptions. It illustrates how transfer has emerged to play a central part in policy formation processes worldwide, but also reveals critical differences between developed countries and aid-dependent developing states. This substantial breadth, combined with a level of empirical depth absent from current research, opens up new vistas through which to understand globalization, educational policy formation, and the modalities of transfer. In doing so, the book pushes for a reevaluation of several core assumptions of transfer and educational research more generally.

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ACKNOWLEDGEMENTS

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This study could not have been realized without the help, guidance, and support of Professor David Phillips. From him I have learned far more than the ins-and-outs of our rich field and the complexities of transfer. I have also gained insights into a lost art in academia: how to inspire, cul- tivate, and mentor the next generation of scholars. For two years of this project I was a researcher at the University of Tokyo, a visit made possible through the generous support of the Japa- nese Ministry of Education. Helping me to not only secure those funds, but – more importantly always ready with constant insights into the pro- found changes underway in Japanese education was Professor Takehiko Kariya. He is, much like Professor Phillips, both a first-rate scholar and a genuine supervisor. Another acknowledgement on the ‘Japan side’ must be Professor Aaron Miller, also at once first-rate scholar, Japan ‘expert’, and friend. On the Nepal ‘side’ thanks go to the generous, constant support of Professor Stephen Carney who – without the least hesitation – brought me into his circle of connections in Nepal, as well as his world of ideas. Both of these dimensions were of critical importance for this project. He also needs to be acknowledged for believing in the potential and im- portance of such an unusual ‘comparison’ and repeatedly picking me up after it proved to be so much more of a challenge than I had originally imagined. Robin Shields is another scholar and friend who got me ‘in’...

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