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By reviewing the way scholars have conceptualized school choice as a transnational phenomenon, this paper evaluates the extent to which scholarship has attempted to, or succeeded in, overcoming traditional, neoliberal analyses of school choice. First, the paper attempts to define and problematize neoliberalism and market-based reforms. Then, it describes the various ways in which scholars have conceptualized school choice policies as global.  \nFinally, the paper uses Robertson and Dale’s (2008) key assumptions to evaluate the extent to which research on global school choice has broken free from traditional modes of research. By interrogating traditional modes of scholarly inquiry, it becomes possible for scholars in Comparative and International Education to approach better understandings of the way complex global policies play out.  \nIntroduction  \nSchool choice policies, with roots in neoliberal mentalities, have gained an increasingly prominent voice among policymakers and educational researchers in recent years. Not only are market-based policies gaining popularity, but the ideas and language behind such policies have permeated educational discourse. However, diverse actors across different local contexts interpret and experience neoliberal polices in specific and variegated ways. Even though the policies themselves grow out of a coherent set of neoliberal ideas, they play out in a complex way across the globe.  \nAccording to Apple (1999), neoliberal dominance in policy creation across the globe has been critiqued within the academy, but those critiques often utilize the very categories created by neoliberal ideology (p. 16) . In the time since Apple’s assertion, some scholars in Comparative and International Education (Stambach, 2003; Carney, 2009) have sought alternative ways of conceptualizing school choice as a global reform. It is important to seek new methods and concepts that facilitate an understanding of this neoliberal reform outside the confines of neoliberal language and traditional social-scientific constructs. Doing so would allow for a more complex understanding of the ways in which school choice policies play out and influence various actors across global spaces. This paper seeks to evaluate the extent to which current literature in the field of Comparative Education has fulfilled Apple’s (1999) call to analyze a neoliberal policy, school choice, using new methods and categories that reflect the complex nature of globalization.  \nSchool choice policies, as neoliberal reforms, have often been analyzed using the very discourse embedded in neoliberal mentalities. By reviewing the way scholars have conceptualized school choice as a transnational phenomenon, this paper evaluates the extent to which scholarship has attempted to, or succeeded in, overcoming traditional, neoliberal analyses of school choice.First, the paper attempts to define and problematize neoliberalism and market-based reforms. Then, it describes the various ways in which scholars have conceptualized school choice policies as  \n© 2014, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 16 (1), 26-36.  \nBreaking Tradition  \nglobal. Finally, the paper uses Robertson and Dale’s (2008) key assumptions to evaluate the extent to which research on global school choice has broken free from traditional modes of research.  \nNeoliberalism and its Discontents  \nSchool choice policies, as market-based reforms, can be characterized as neoliberal reforms. However, neoliberalism has itself become a “rascal concept—promiscuously pervasive, yet inconsistently defined, empirically imprecise and frequently contested”(Brenner, Peck, ","cbCaijdiqgMTSKAP","https://ap.wps.com/l/cbCaijdiqgMTSKAP","pdf",189864,11,"English","# Introduction\n# Neoliberalism and its Discontents\n# Breaking Tradition","[{\"question\":\"What is the paper’s main goal regarding research on global school choice?\",\"answer\":\"To evaluate the extent to which existing scholarship has tried to, or succeeded in, moving beyond traditional neoliberal analyses of school choice.\"},{\"question\":\"How does the paper approach neoliberalism and market-based reforms?\",\"answer\":\"It defines and problematizes neoliberalism, describing how neoliberal reforms operate as governance mechanisms and market-oriented systems.\"},{\"question\":\"Which framework does the paper use to judge whether research has broken free from traditional modes?\",\"answer\":\"It uses Robertson and Dale’s (2008) key assumptions to assess the degree to which research on global school choice has shifted from traditional research approaches.\"}]","Breaking Tradition - Taking Stock of Research on Global School Choice | PDF",1792089122,28]