After decades of market-based education reforms, the landscape of urban school districts across the country have been transformed. Yet, this is neither a sign of the effectiveness of such reforms nor a widespread consensus over the contents and form of urban schooling. Education reform remains a wicked problem, particularly along racial lines,…

Global policy mobilities have been studied predominantly at the national level of education, but their implications and effects at the subnational level have been disregarded. This paper analyzes Proyectá tu Futuro, the first social impact bond (SIB) for education and employability implemented in Buenos Aires, Argentina. Since 2010, SIBs have…

In this essay, I draw upon my work with the Urban Research Based Action Network (URBAN) to argue for several key principles in research for social justice: reflexivity, especially regarding our work in fraught academic institutions, and engaging multiple ways of knowing. These principles are essential to forming critical solidarities across…

Two long-time scholar-activists reflect on a distinctive approach to research that they call collaborative research for justice, research that is conducted with community leaders and education activists to advance equity and social justice. They argue that by linking research directly with action this kind of research has the power to speak…

This article presents findings from an analysis of the American Federation for Children Network (AFC) policy network using tools from network ethnography and qualitative content analysis. Specifically, we examined tax forms and carried out extensive web searches to spatialize and map the AFC network, mined text from policy-actors in the AFC…

Women are underrepresented in senior leadership positions across global higher education and there are different reasons for this. This study examines barriers to women's leadership development in Ethiopian higher education, with particular attention to the role of national and institutional policies and practices. The study used a…

The paper analyzes how street-level bureaucrats construct and activate the intersectoral network induced by the implementation of the "Bolsa Família" Program (BFP) in a region of extreme poverty in Brazil. BFP is a federal cash transfer program with conditionalities, benefiting 13.8 million families. Based on the educational…

In an effort to understand the impact of the international education network, Teach for All, this paper focuses on one Teach For All affiliate program, Ako Matatupu/TFNZ (AM/TFNZ), to consider how Teach For All and its affiliates are reshaping notions of teacher expertise and professionalism as it defines itself in contrast to university-based…

Federal school accountability policies like No Child Left Behind were based on a logic that measuring school performance and making the results public through tools like school report cards would incentivize educators to create strategies for improving school quality. Yet, most schools needed more than incentives to be able to design improvement…

As a leading mobilizer of international development and educational knowledge, the World Bank has been critiqued in two key areas: (1) the dominance of economic thinking in its policies, and (2) its Northern-generated knowledge which informs its work in the Global South. In this paper, we investigate the disciplinary foundation of Bank knowledge,…

The implementation of open educational resources (OER) at the course level in higher education poses numerous challenges to education practitioners--ranging from discoverability challenges to the lack of knowledge on how to best localize and utilize OER as courseware. Drawing on case studies of OER initiatives globally, the article discusses…

In the past decade, academic evaluation systems worldwide have markedly increased the use of mechanisms that privilege the use of English in journal publishing. In the context of these trends, this article highlights our findings from more than 12 years of research on the experiences and perspectives of 50 multilingual European scholars with…

Suggests that networks of schools help improve school performance, and that one reason some networks are successful is that they promote the creation of sound institutional environments in member schools. Describes three such networks: the Matte Schools of Santiago, Chile; the Fe y Alegria schools in Latin American countries; and the Accelerated…

Discusses how local school leaders construct the conditions for professional community in their schools. Arguing that professional community is a special form of social capital resulting in part from the design and implementation of facilitating structural networks by instructional leaders in schools. (SLD)