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Drawing on education policy documents from CARICOM regional governance bodies between 1993 and 2021, the paper examines how “educational imaginaries” develop through intersecting interests, power hierarchies, discourses, and material realities. It applies CPE’s four selectivities—discursive, structural, agential, and technological—to show how CARICOM responds to global hierarchies as a regional actor.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-issues-in-comparative-education-cice-volume-24-issue-1-winter-2022-600123/600123/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-issues-in-comparative-education-cice-volume-24-issue-1-winter-2022-600123/600123.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theoretical approach does the paper use to study education policy?","Question",{"text":112,"@type":113},"It uses a Cultural Political Economy (CPE) framework and applies the concept of the “economic imaginary” to the educational policy landscape.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which documents and organizations does the paper rely on?",{"text":117,"@type":113},"The study draws on education policy documents developed by formal regional governance bodies within CARICOM between 1993 and 2021.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper analyze the construction of CARICOM’s educational imaginary?",{"text":121,"@type":113},"It uses CPE’s four selectivities—discursive, structural, agential, and technological—to examine how the educational imaginary is constructed and evolves.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600123,1792192158,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Current Issues in Comparative Education (CICE), Volume 24, Issue 1, Winter 2022  \nRe/dis/assembling “Educational Imaginaries” through Regionalism – The Construction of the Caribbean Education Policy Space  \ntavis d. jules  \nLoyola University Chicago  \nRichard Arnold  \nLoyola University Chicago  \nCaitlin Donnelley-Power  \nLoyola University Chicago  \nHolly Jacobs  \nLoyola University Chicago  \nMadeline Rainey  \nLoyola University Chicago  \nThis paper uses a Cultural Political Economy (CPE) framework to apply CPE’s concept of the “economic imaginary” to the educational policy landscape. We consider the Caribbean Community’s (CARICOM) regional education policy space and the focus on Human Resource Development to examine how what we call “educational imaginaries”  \ndevelop and evolve as a product of intersecting interests, power hierarchies, discourses, and material realities. This paper draws from education policy documents developed by formal regional governance bodies within CARICOM between 1993 and 2021. Using CPE’s four selectivities (discursive, structural, agential, and technological) to examine the construction of the CARICOM educational imaginary, this paper ultimately demonstrates how CARICOM responds to global hierarchies as a regional entity.  \nCultural Political Economy (CPE) has emerged in the last decade as a means of pinpointing the economic systems and factors that are a result of specific interactions of what Jessop and Sum (2013) refer to as the “cultural turn”1 to traditional political economy. CPE combines semiosis (sense- and meaning-making), which involves “the social production of inter-subjective meaning” with political economy, and it does not view “culture (i.e., semiosis) as a distinct sphere of society separate from economics and politics”(Jessop & Sum, 2010, p. 445) . As such, CPE engages with the “cultural turn” in its critique of dominant cultural and social institutions by looking to cultural space’s historical, economic, and societal developments to identify how social systems are created  \n1 The cultural turn is less about adding culture to rationalist political economy – which holds modernists believe in singular and universal ‘truths’– and more about challenging positivist epistemologies of social science research. Thus, the cultural turn “disrupted entrenched ways of thinking about familiar objects of social research by emphasizing the causal and socially constitutive role of cultural process and system of signification”(Steinmetz, 1999, p. 2). In this way, it is a movement away from the materiality of political economy and about an orientation towards cultural variables such as gender, identity, and discourse.  \n© 2022, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education, 24(1), 4-25.  \nRe/dis/assembling “Educational Imaginaries” through regionalism  \nat the intersection of these strands. In other words, in a “new period of certain economic (re)organization,” it aims to “decipher the workings of specific economic configurations”(Biebuyck & Meltzer, 2010, p. 1), which are a set of multiplicities or a “series of relations of relation instituted over time through different organizations of time – space”(Thrift, 2005, p. 1) . These developments aim to capture discursive and material practices as they are interpreted through the construction of meaning by looking at the cultural practices that intersect with economic factors to create a unique temporal space. This space is termed an “economic imaginary” by Jessop (2004), who states that “an imaginary2 is a semiotic3 ensemble (without tightly defined boundaries) that frames individual subjects’lived experience of an inordinately complex world and/or guides collective calculation about that world”(p. 163) . Imaginaries are constructed socially and can thus also exist as social imaginaries that have material impacts. As Jessop and Sum (2010) reminds us, economic ima","cbCaiprC8HwJU1D7","https://ap.wps.com/l/cbCaiprC8HwJU1D7","pdf",277676,22,"English","# Re/dis/assembling “Educational Imaginaries” through Regionalism\n## Cultural Political Economy framework and economic imaginaries\n## CARICOM education policy space (1993–2021)\n## Four selectivities: discursive, structural, agential, technological","[{\"question\":\"What theoretical approach does the paper use to study education policy?\",\"answer\":\"It uses a Cultural Political Economy (CPE) framework and applies the concept of the “economic imaginary” to the educational policy landscape.\"},{\"question\":\"Which documents and organizations does the paper rely on?\",\"answer\":\"The study draws on education policy documents developed by formal regional governance bodies within CARICOM between 1993 and 2021.\"},{\"question\":\"How does the paper analyze the construction of CARICOM’s educational imaginary?\",\"answer\":\"It uses CPE’s four selectivities—discursive, structural, agential, and technological—to examine how the educational imaginary is constructed and evolves.\"}]","Current Issues in Comparative Education (CICE) - Volume 24 - Issue 1 - Winter 2022 | PDF",1792090075,55]