Abstract:

This chapter serves as an introduction to the section “Globalization and Teacher Education” in The Palgrave Handbook of Teacher Education Research. The aim of the chapter, and the Handbook section overall, is to demonstrate the pertinence of the concept of globalization in making sense of contemporary developments in teacher education and thereby give momentum to new thinking and research. Drawing especially on the scholarship of Manfred Steger and Paul James, the chapter associates globalization with a dynamic of material “time-space compression” of cultural, economic, and political processes as well as subjective formations of global consciousness, which together destabilize the meanings and practices of modern linear time, the territorial nation-state, and individualized embodiment. The chapter first introduces the concept of globalization and the most influential theories in studies of globalization, education, and teachers, before mapping the main themes in the so far limited amount of scholarship about globalization and teacher education. Subsequently, the chapter introduces the Handbook section and demonstrates that the chapters included combine theories and concepts in ways that allow for taking into account the complex interplay between material and ideational factors in globalizing processes, together supporting notions of globalization as associated with hybridization and vernacularization. Finally, the chapter reflects on research agendas and the need for moving beyond methodological nationalism as well as methodological globalism in the study of teacher education and globalization.

In: The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-59533-3_73-1

Abstract:

The article provides an explanatory critique of the engagement of Education International in the Teaching and Learning International Survey (TALIS), a programme coordinated by the Organisation for Economic Co-operation and Development. Drawing on research interviews, I adopt the framework advocated by Isabela and Norman Fairclough for analysing political discourse as practical argumentation, and the concept of institutional power resources. I show that the engagement of Education International in TALIS represents a strategy of getting involved in the politics of knowledge as a lever for teacher voice in transnational governance. On this basis, I discuss the space for challenge in transnational education governance, with a focus on the power capacity of
Education International and the implications of enhancing institutional power resources within the context of an unfolding education policy field that is transnational in scope, thickening in its trajectory, and pluri-scalar in its nature.

Discourse: Studies in the Cultural Politics of Education