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 EDITED BY

MARCELO PARREIRA DO AMARAL

GITA STEINER-KHAMSI
CHRISTIANE THOMPSON

RESEARCHING
THE GLOBAL
EDUCATION
INDUSTRY
COMMODIFICATION, THE MARKET
AND BUSINESS INVOLVEMENT
Researching the Global Education Industry
 Marcelo Parreira do Amaral
Gita Steiner-Khamsi
Christiane Thompson
Editors

Researching the
Global Education
Industry
Commodification, the Market and
Business Involvement
Editors
Marcelo Parreira do Amaral Gita Steiner-Khamsi
Institute of Education Teachers College
University of Münster Columbia University
Münster, Germany New York, NY, USA

Christiane Thompson
Theory and History of Education
Goethe-University Frankfurt am Main
Frankfurt am Main, Germany

ISBN 978-3-030-04235-6    ISBN 978-3-030-04236-3 (eBook)

https://doi.org/10.1007/978-3-030-04236-3

Library of Congress Control Number: 2018966800

© The Editor(s) (if applicable) and The Author(s) 2019

This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of
illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and trans-
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The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, express or implied, with respect to the material contained herein or for any
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claims in published maps and institutional affiliations.

Cover designed by Tom Howey

This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 Contents

1 Introduction: Researching the Global Education Industry  1

Christiane Thompson and Marcelo Parreira do Amaral

2 Serial Entrepreneurs, Angel Investors, and Capex Light

Edu-Business Start-Ups in India: Philanthropy, Impact
Investing, and Systemic Educational Change 23
Stephen J. Ball

3 The Political Turn of Corporate Influence in Education: A

Synthesis of Main Policy Reform Strategies 47
Clara Fontdevila and Antoni Verger

4 Advocacy Networks and Market Models for Education 69

Christopher Lubienski

5 UNESCO, Education, and the Private Sector: A

Relationship on Whose Terms? 87
Natasha Ridge and Susan Kippels

v
vi Contents

6 Embedding Education Research in the European

Economic Imaginary?115
Marcelo Parreira do Amaral

7 The Global Education Industry, Data Infrastructures, and

the Restructuring of Government School Systems135
Bob Lingard

8 The Transformation of State Monitoring Systems in

Germany and the US: Relating the Datafication and
Digitalization of Education to the Global Education
Industry157
Sigrid Hartong

9 International Education Hubs as Competitive Advantage:

Investigating the Role of the State as Power Connector in
the Global Education Industry181
Marvin Erfurth

10 The Globalized Expert: On the Dissemination and

Authorization of Evidence-Based Education203
Christiane Thompson

11 Digitization, Disruption, and the “Society of

Singularities”: The Transformative Power of the Global
Education Industry225
S. Karin Amos

12 Writing Global Education Policy Research251

Stephen Carney
 Contents vii

13 Conclusion: Changing Education in the GEI—Rationales,

Logics, and Modes of Operation273
Marcelo Parreira do Amaral and Christiane Thompson

Index291
 Notes on Contributors

S. Karin Amos is Professor of Education at University of Tübingen, Germany,

with a special focus on International and Comparative Education as well as
Intercultural Pedagogy. Her research interests include international governance
in education, the relation between the concepts governance and governmental-
ity as well as the question of the relation between political and pedagogical
formations.
Stephen J. Ball is Distinguished Service Professor of Sociology of Education at
the University College London, Institute of Education, UK. His main areas of
interest are in sociologically informed education policy analysis and the relation-
ships between education, education policy, and social class.
Stephen Carney is Associate Professor in Comparative Education Policy at
Roskilde University in Denmark. His research focuses on global educational
reform and comparative method. He has studied university governance in
Denmark, teacher preparation in England and China, and school development
in Nepal and India. He has been President of the Comparative Education
Society in Europe (CESE) since 2016.
Marvin Erfurth is Research Associate and PhD candidate in International and
Comparative Education at the University of Muenster, Germany. His main
research interests include Global Education Policy, Higher Education Research,
and International and Comparative Education. His dissertation focuses on the
implications of International Education Hubs on Higher Education Policy and

ix
x Notes on Contributors

Governance, a qualitative empirical study of the United Arab Emirates and

Singapore.
Clara Fontdevila holds a degree in Sociology from the Universitat Autònoma
de Barcelona and is a PhD candidate at the Department of Sociology of the
same university, with a thesis research project on the settlement of the post-2015
global education agenda. She has previously collaborated with Education
International on different investigations, as well as on the 2012 evaluation report
of the Civil Society Education Fund. Her areas of interest are private-­sector
engagement in education policy, education and international development, and
the global governance of education.
Sigrid Hartong is post-doctoral research fellow at the Helmut-Schmidt-­
University Hamburg, Germany, with a special focus on International and
Comparative Education and also Educational Governance. Her research inter-
ests include the growing datafication/digitalization of education, standardization
policies, policy network analysis, as well as (problems of ) inclusive education.
Susan Kippels is a research fellow at the Sheikh Saud bin Saqr Al Qasimi
Foundation for Policy Research, Ras Al Khaimah, United Arab Emirates. She
holds a dual bachelor’s degree (Economics and Arabic) from the University of
Notre Dame as well as a master’s degree (International Education Policy) from the
Harvard Graduate School of Education. Her research interests include philan-
thropy and education, private education in the Gulf, and Arab migrant teachers.
Bob Lingard is Professorial Fellow in the Institute for Learning Sciences and Teacher
Education at the Australian Catholic University, Brisbane, Australia. His work is situ-
ated within the sociology of education and focuses on education policy, with a par-
ticular focus on the impacts of globalization and on the work of the OECD.
Christopher Lubienski is Professor of Education Policy at Indiana University.
He is also a fellow with the National Education Policy Center at the University
of Colorado, a visiting professor at East China Normal University in Shanghai,
and an adjunct professor at Murdoch University in Western Australia. He is co-­
leader and convener of the Scholar Strategy Network’s K-12 Working Group.
His research focuses on education policy, reform, and the political economy of
education, with a particular concern for issues of equity and access.
Marcelo Parreira do Amaral is Professor of International and Comparative
Education at the University of Münster, Germany. He is member of NESET II
(Network of Experts on the Social Aspects of Education) funded by the European
Commission. His main research interests include international and comparative
 Notes on Contributors xi

education, in particular the role and activities of international organizations on

education policy and governance and its implications for education research,
practice, and policy.
Natasha Ridge is Executive Director of the Sheikh Saud bin Saqr Al Qasimi
Foundation for Policy Research, Ras Al Khaimah, United Arab Emirates, after
having served as the Acting Director of Research at the Dubai School of
Government. She has a number of publications including Education and the
Reverse Gender Divide in the Gulf States: Embracing the Global, Ignoring the Local.
She holds a Doctorate of Education in International Education Policy from
Columbia University and her latest research focuses on the role and impact of
Arab father involvement, philanthropy and education, and access and equity in
the Gulf education sector.
Gita Steiner-Khamsi is Professor of Comparative and International Education
at Teachers College, Columbia University in New York, USA, as well as the
Graduate Institute for International and Development Studies, Geneva,
Switzerland. Her work focuses on globalization, transnational policy borrowing
and lending as well as school reform and teacher policy in developing countries,
mostly in post-Soviet Central Asia and Mongolia. She is a past president of the
Comparative and International Education Society (CIES) and co-editor of the
series World Yearbook of Education (Routledge).
Christiane Thompson is Professor of Theory and History of Education at the
Goethe-University Frankfurt am Main, Germany. She has been Research Professor
of Education funded by the German Research Foundation on the cultural theory
and research of Bildung and education. Her main research areas are the philosophy
of education, the analysis of educational processes at the crossing point of language
and power as well as critical theory of education. Most recently, her research focuses
on the forms and practices of authorization within the field of education/educa-
tional policy and on the consequences for educational theory and practice.
Antoni Verger is Associate Professor at the Department of Sociology of the
Universitat Autònoma de Barcelona, and general deputy of the European Master
program Education Policies for Global Development. A former post-doctoral
­fellow at the Amsterdam Institute for Social Science Research, Verger’s research
analyzes the relationship between global governance institutions and education
policy. He has specialized in the study of public-private partnerships, quasi-
markets, and accountability policies in education. He coordinates the ERC-
funded project REFORMED—Reforming Schools Globally: A Multiscalar
Analysis of Autonomy and Accountability Policies in the Education Sector.
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