The 5th lecture series of the Graduate School of Education is scheduled on Dec 18. The guest speaker, Professor Bob Lingard, is an Emeritus Professor at the University of Queensland and Professor at the Catholic University, Australia.

The lecture and Q and A session will be in English simultaneously interpreted in Japanese.

No fee is required. We need to know the number of participants to book a room, so please register in advance. To register online, please go to the “Registration” below. We look forward to your participation.

DateMonday 16 December 2019
VenueInternational Science Innovation Building
FeeFree of charge
RegistrationPlease register by 17:00 on Thursday 12 December 2019 via:
*Onsite registration may be offered subject to availability.
SpeakerProfessor Bob Lingard
TitleResearching and theorising education policy situated in/against the changing spatialities of globalization
AbstractThis paper begins from two assumptions. The first is that as the empirical reality of what we research (here education policy and globalization) changes, so too must our theories and methodologies for doing policy sociology in education. The second assumption is that how we define the object of our research – here education policy – carries significant implications for how we research it. The paper briefly traces changes in the spatialities associated with globalization, including recent rises in nationalisms and ethno-nationalisms and the significance of these for methodological considerations. Globalization challenged methodological nationalism and its predication on the social/society as homologous with nation. More recent resurgence of nationalisms and ethno-nationalisms have challenged what might be seen as methodological globalism. Three case studies drawn from my recent research will be used to illustrate and think about this range of issues for policy sociology in education: the creation of national curriculum in Australia; the emergence of PISA for Schools; and the opt-out movement in New York State. Finally, the paper will consider the concept of ‘scalecraft’ as a recent addition to the policy literature and as an element of statecraft. This concept enables us to focus on the constitution of scale in policy, rather than simply using scale as a descriptive and analytical concept. Consideration will be given to whether this might be a way to think beyond the binary of methodological nationalism/methodological globalism and how how we might understand the continually changing spaces and scales associated with education policy.
Global Education Office
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