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The article proposes a research framework focusing on ideas and operationalizing contextual contingencies, especially political and institutional dynamics, to explain why external policy ideas persist or fail in specific territories.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Toward a Research Framework on the Varying Role of Ideas in Education Reform  \nAntoni Verger  \nUniversitat Autònoma de Barcelona  \nIntroduction  \nGlobalization is profoundly altering the education policy landscape. It introduces new problems in education agendas, compresses time and space in policy processes, and revitalizes the role of a range of supra-national players in educational reform. This deterritorialization of the education policy process has important theoretical and epistemological implications. Among others, it is forcing comparative education scholars to pay more attention to the politics and dynamics involved in the policy adoption stage.  \nPolicy adoption is a moment that has acquired a great deal of strategic significance in current education reforms. Indeed, in the contemporary global governance scenario, education policy processes cannot be analyzed by simply looking at the conventional sequence of agenda setting, policy design, implementation, and evaluation stages; nor by looking at these different moments simply from a national optique. Due to transnational influences of a very different nature, education reforms are more and more often externally initiated, and multiple scales interact in the dynamics through which these reforms are negotiated, formulated, implemented, and even evaluated.  \nFocusing on policy adoption implies paying closer attention to, and producing more empirical research on, the processes, reasons and circumstances that explain how and why policy-makers (or other education stakeholders) select, embrace, and/or borrow global education policies, and aim to implement them in their educational realities. Looking at the adoption stage has the potential to introduce new perspectives in the study of global education policy (GEP), as well as to disentangle several aspects of the global policy debate that, in comparative education, have been often captured by the convergence-divergence dilemma.  \nTo contribute to building this research strand, I suggest looking more in depth at the role that ideas play in policy decisions and related policy outcomes in a global governance scenario. It is noteworthy that policy analysis – not only in the education field-tends to neglect an explicit reflection on the role of ideas in processes of policy and/or institutional change. To a great extent, this happens due to the difficulty in defining and categorizing ideas, as well as in distinguishing them from other social phenomena (Kjaer & Pedersen, 2001) . Despite these challenges, I argue that a more explicit conceptualization and theorization on the role of ideas will contribute to providing a better account of the nature, processes, and outcomes of GEP.  \nFinally, I also argue that to understand why external policy ideas are selected and retained in particular places, we need to look more closely at contextual contingencies of a different nature, especially at those of a political and institutional nature.‘Context’ is one of those concepts often used - and abused - in comparative education. It carries strong semiotic connotations and its meaning is often taken for granted. To address this frequent absence, in this article, I will explore how a range of key contextual variables can be operationalized in GEP research.  \n© 2014, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 16 (2), 14-­‐‑29.  \nWhy do Policy-makers Adopt Global Education Policies?  \nI develop these arguments in three main sections. In the first, I review the different traditions in education and globalization studies, and justify the necessity of looking more explicitly and systematically at the policy adoption stage. In the second section, I review how different theoretical approaches in social sciences can contribute to analyze the role of ideas in GEP change, and in policy adoption in particular","cbCaivoUgBdXuF6i","https://ap.wps.com/l/cbCaivoUgBdXuF6i","pdf",321901,16,"English","# Introduction\n## Globalization and education governance\n## Strategic significance of policy adoption\n## Role of ideas in policy decisions\n## Operationalizing contextual variables\n# Different Traditions in Global Education Policy: Beyond the Convergence-Divergence Debate","[{\"question\":\"Why does policy adoption deserve strategic attention in current education reforms?\",\"answer\":\"Policy adoption is strategically significant because global governance and transnational influences mean reforms cannot be understood only through a national stage sequence or a single agenda-setting chain.\"},{\"question\":\"What role do ideas play in global education policy reform?\",\"answer\":\"The framework emphasizes that ideas shape policy decisions and outcomes, and that existing policy analysis often neglects explicit theorization of ideas due to difficulties in defining and categorizing them.\"},{\"question\":\"How does the article propose to study contextual contingencies in GEP research?\",\"answer\":\"It argues that understanding why external policy ideas are selected and retained requires operationalizing contextual variables, particularly political and institutional conditions, to see what favors or inhibits idea influence in specific territories.\"}]","Why do Policy-makers Adopt Global Education Policies? Toward a Research Framework on the Varying Role of Ideas in Education Reform | PDF",1792089133]