Neo-liberal Globalization, Educational Policy and the Struggle for Social Justice Laura C. Engel, University of Illinois Fazal Rizvi, University of Illinois

Presentation outline: Interpretations of Globalization: Shifts in Educational Policy Neo-liberal globalization Market-efficiency view of education Competing Conceptions of Equity in Education False promises Gender equity

Interpretations of globalization Globalization as Planetspeak: Profound social and economic changes, including ICT, and rapid transnational flows of people, capital, ideas, and information, resulting in a world that is more interconnected and interdependent than ever before. the state has become a fragmented policy-making arena, permeated by transnational networks (governmental and non-governmental) as well as by domestic agencies and forces (Held & McGrew, 2000, p. 11).

Interpretations of globalization Neo-liberal globalization: Market logics are natural, justified on the grounds of efficiency and even fairness. Prescription of new conceptions of governance. Minimalist state with a lean government concerned with deregulation and privatization of state functions. Values of competition, economic efficiency, and choice.

Interpretations of globalization: Morrow and Torres (2001) argued that there are three implications of globalization on education: 1.The relationship between the state and the global economy and the ways in which the state is moving away from a Keynesian model, 2.Educational restructuring and reform as a result of neo- liberal pressures, 3.Imperatives of the global economy, such as its requirements for a flexible, competent workforce.

Interpreting Globalization Transparency of decision-making processes Technologies of measuring educational performance International benchmarking Mechanisms of quality assurance Appropriate accountability regimes Effective uses of public resources Sources of educational funding Forms of devolution Educational Governance--Good Governance OECD (1995) Governance in Transition: Public Management Reforms in OECD Countries

Interpreting Globalization Market Efficiency View of Educational Reform More economically efficient Fulfilling market needs The new realities of the knowledge economy Human Capital Theory Level of skills, knowledge and competencies held by individuals represents the stock of human capital Economic growth and competitive advantage

Competing Conceptions of Equity in Education Access: Long been advocated to promote economic well- being, health, employment, productive citizenship, and to enhance equity Under the market efficiency view: Access limited to the formal participation of students in recognized institutions Hollow, weak conception of equity

Competing Conceptions of Equity in Education Emphasis on gender equity: IGOs: Importance of gender equity in education: For example, UNICEF is the leading agency of the United Nations Girls' Education Initiative (UNGEI). Indeed much has been done to provide girls greater access to education; and the number of girls attending school has never been greater.

Competing Conceptions of Equity in Education World Bank (2006) Research has also shown that women and girls work harder than men, are more likely to invest their earning in their children, and are major producers as well as consumers. UNESCO (2003) Educating girls yields the highest return in economic terms. OECD (1998) Investing in women (with respect to education, health, family planning, access to land, etc.) not only directly reduces poverty, but also leads to higher productivity and a more efficient use of resources.

Competing Conceptions of Equity in Education Link gender equity to economic consumerism and efficiency Stronger claim: Address issues not only of their access but also of economic and social outcomes of education While the market efficiency view demands better utilization of human resources that women represent, a stronger view of equity seeks a social transformation through which gender relations are re-configured.

Conclusion Equity is being re-cast in market terms: Simple formal access. Is this sufficient for realizing the potential for social justice? Notions of access and equity associated with neo-liberal globalization are mainly symbolic and weak, restricted to a definition of formal participation of students in recognized institutions of education. The struggle for social and educational justice needs to consider the broader issues of structural inequalities produced by neo-liberal globalization. Educational reforms must be concerned with stronger notions of educational equity associated with a more broadly based struggle for social justice.