Global Education
Local Knowledge and the Governance of Educational Futures
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- Description
- Contents
- Reviews
- About
Global Education: Local Knowledge and the Governance of Educational Futures challenges dominant approaches to global education by shifting focus from policy transfer to the complex interplay of governance, institutional practice, and locally situated knowledge.
Bringing together case studies from across the globe, this edited volume shows how widely circulating ideas such as inclusion, equity, and accountability are translated, negotiated, and reshaped in diverse contexts.
Bridging theory, empirical research, and practice, Global Education: Local Knowledge and the Governance of Educational Futures offers a fresh conceptual framework for understanding how educational futures are formed through contested regimes of authority, legitimacy, and knowledge. With clear relevance for researchers, students, and practitioners, it also provides practical guidance for integrating global perspectives into teaching and curriculum design.
Chapter 1. Introduction: Governance, Local Knowledge, and Educational Futures; Kristy Kelly
- Part I. Translation in Practice — Culture, Curriculum, and the Governance of Belonging
- Chapter 2. Culture and Creativity in the Jamaican Primary Exit Profile (PEP) Curriculum; Neisha Terry
- Chapter 3. Developing Culturally Responsive Approaches for Refugee and Immigrant Students: Lessons from an Alternative School for North Korean Refugee Students; Yosung Song
- Chapter 4. Qualitative Research in Global Educational Contexts: Considerations from the Field; Gabrielle Oliveira and Mariana Lima Becker
- Chapter 5. How to Intersectionally Study Power in the Field of Education; Hugo Ceron-Anaya
- Part II. Institutional Authority, Gender, and the Redistribution of Power
- Chapter 6. A Face of Gender-Based Discrimination: Women Teachers of Türkiye; Figen Ereş and Rebecca Clothey
- Chapter 7. Degendering and Defining Effective Academic Leadership: Perspectives from Higher Educational Administrators in the United States; Barret Katuna
- Chapter 8. Crafting Academic/Practitioner International Education Development Research Partnerships in Cambodia; Kelly Grace and Salav Oul
- Chapter 9. Bluer than the Bluest Indigo: Feminist Mentoring in Professional Academic Organizations; Kathlyn Elliott, Ague Mae Manongsong, and Kristy Kelly
- Part III. Governance, Accountability, and Moral Economies — Inequality Across Systems
- Chapter 10. The Problematics of Public-Private Partnerships: The Dynamics of Accountability and Competition in Bogotá’s Charter School Program; D. Brent Edwards Jr., Hilary Hartley, and David DeMatthews
- Chapter 11. Academic Dishonesty as Defined by Vietnamese High School Students; Linh (Phoebe) Doan
- Chapter 12. Corporal Punishment in Rural Chinese Schools: Context Matters; Jennifer Adams
- Chapter 13. Tackling the Dating ‘Problem’: Parenting, Adolescent Romance, and Educational Attainment in Rural China; Peggy A. Kong, Xiaoran Yu, Xinwei Zhang, and Damian Wyman
- Chapter 14. The Doubly Beneficial Power of Schooling: A Case Study of Maternal Education and Child Immunizations in Nigeria; Rebekah Burroway and Andrew Hargrove
- Chapter 15. Conclusion — Connecting the “Global” to Teacher Education: Pathways for Course Design; Kathlyn Elliott and Kristy Kelly
Understanding the scope of how governance is translated into local knowledge is at the heart of social justice, decolonizing research, and feminist praxis, and this volume seeks to close the fissure between the spaces where policy is created and the places where practice matters. The range and caliber of the authors and their overall desire to disentangle the abstract to make it real, valuable and practical for readers who demand authenticity and applicability, is what makes this book an significant and timely addition to the field.
I highly recommend Global Education: Local Knowledge and the Governance of Educational Futures, edited by Kristy Kelly. It shows how global agendas become real in the everyday work of schools. By pairing governance with local knowledge, it moves beyond policy transfer to explain translation in practice. The volume will benefit scholars, policymakers, and teacher educators, with a clear structure and teaching tools that travel across contexts. Kelly’s leadership in comparative and international education is evident in its coherence and insight.
Local meaning-making is the permeating theme of this fascinating book. Case study after case study masterfully explores how global reforms, including current discussions of educational futures, translate into local practice and policy.
Education has no innocent words. “Inclusion,” “merit,” “accountability,” “expertise,” even “the global” carry histories of power. Global Education catches these words in the act—in the everyday practices that decide whose knowledge counts, who belongs, and whose futures matter. It returns them to us changed and charged with a more difficult question: Who has the power to make the global, and what futures does it make possible?
Kristy Kelly is Associate Research Scholar at Columbia University’s Weatherhead East Asian Institute and a sociologist specializing in gender, governance, and global education. Her research examines how institutional practices, policy frameworks, and local knowledge shape educational inequality and reform across contexts, with a regional focus on Southeast Asia.