Read more
This book challenges conventional approaches to global education policy (GEP) by exploring its often-overlooked onto-epistemic and religio-spiritual dimensions. Through eight chapters, scholars critically examine how fundamental questions of knowing, being, and worldview shape the field's theoretical foundations and practical implications.
List of contents
1. The global education policy field: theorization and problematization
2. The racial grammar of development: a critical narrative inquiry of Vietnam's educational exchange program with Mozambique
3. Developmentalism as colonial residue: historicising the onto-epistemic foundations of the global education policy field
4. Unthinking critique: when will 'critical' global education policy scholarship emerge from Marx's shadow?
5. Christian normativity in global higher education policy and practice
6. Ritual governance, rationalized bureaucracy, and 'failure': the religio-spiritual dimension of global education policy
7. Ethnophilosophy as intellectual resource: self-reflective inquiry into the onto-epistemic foundations of global education policy research
8. An invitation to an interdependent mode of academic engagement in comparative and global education studies: a response to Edward Vickers' criticism
9. Transnational academic mobility and knowledge production: learning and being differently in the global education policy field through multiple selves
About the author
D. Brent Edwards Jr is Professor and Chair of the Department of Educational Foundations at the University of Hawaii. His work focuses on the global governance of education and global education policies from critical and decolonial perspectives.
