Políticas aceleradas/mundo ensamblado. Ritmos, contextos y actores en educación

Referencias bibliográficas

• Adrião, T. & Silva, R. (2020). Public funding to private providers of compulsory education: crossed looks between Brazil and Portugal in the context of globalisations. Globalisation, Societies and Education, 18(4), 420-434. https://doi.org/10.1080/14767724.2020.1764336
• Avelar, M. (2018). Giving with an agenda: New Philanthropy’s Labour in» Glocal» Education Networks of Governance. PhD thesis, Institute of Education.
• Au, W. & Ferrare, J. J. (2015). Mapping Corporate Education Reform: Power and Policy Networks in the Neoliberal State. Routledge.
• Bailey, P. (2015). Teach First as a dispositif: Towards a critical ontology of policy and power. PhD thesis, Institute of Education.
• Ball, S.J. (2012). Global Education Inc.: New policy networks and the neo-liberal imaginary. New York: Routledge.
• Ball, S. J., Junemann, C. & Santori, D. (2017). Edu.Net: Globalisation and Education Policy Mobility. Routledge.
• Beech, J. (2009). Policy spaces, mobile discourses, and the definition of educated identities. Comparative Education, 45(3), 347-364.
• Brenner, N., Peck, J. & Theodore, N. (2010). Variegated neoliberalization: geographies, modalities, pathways. Global Networks, 10(2), 182-222. https://doi.org/10.1111/j.1471-0374.2009.00277.x
• Burbules, N. C. & Torres, C. A. (2000). Globalization and Education: Critical Perspectives. Routledge.
• Cancela, E. (2019). Despertar del Sueño Tecnológico. Crónica sobre la derrota de la democracia frente al capitalismo. Madrid: Akal.
• Castañeda, L., Salinas, J. & Adell, J. (2020). Hacia una visión contemporánea de la Tecnología Educativa. Digital Education Review, 37, 240-268. https://doi.org/10.1344/der.2020.37.240-268
• Cowen, R. (2009). The transfer, translation and transformation of educational processes: and their shape-shifting? Comparative Education, 45(3), 315–327.
• Chan Zuckerberg Iniatiative (2020). CZI COVID-19 Response. Recuperado de: https://chanzuckerberg.com.
• Deleuze, G. (2008). En medio de Spinoza. Buenos Aires: Cactus.
• Deleuze, G. & Guattari, F. (2010). Mil mesetas. Capitalismo y esquizofrenia. Valencia: Pre-textos.
• Deleuze, G. & Parnet, C. (1980). Diálogos. Valencia: Pre-textos.
• Díez, E. J. (2007). La globalización neoliberal y sus repercusiones en educación. Madrid: El Roure.
• Díez, E. J. (2018). Neoliberalismo educativo. Barcelona: Octaedro.
• Dolowitz, D. P. & Marsh, D. (2000). Learning from Abroad: The Role of Policy Transfer in Contemporary Policy-Making. Governance, 13(1), 5-23. https://doi.org/10.1111/0952-1895.00121
• England, K. & Ward, K. (2016). Theorising neoliberalisation. In S. Springer, K. Birch & J. MacLeavi (eds.), The handbook of neoliberalism (pp. 50–60). London: Routledge.
• Fenwick, T., Edwards, R. & Sawchuk, P. (2011). Emerging Approaches to Educational Research: Tracing the Socio-Material. London: Routledge.
• Fernández-Gónzalez, N. (2015). PISA como instrumento de legitimación de la reforma de la LOMCE. Bordón, 67(1), 165-178. https://doi.org/10.13042/bordon.2015.67111
• Friedrich, D. (2014). Global micro-lending in education reform: Enseñá por Argentina and the neoliberalization of the Grassroots. Comparative Education Review, 58(2), 296–321. http://dx.doi.org/10.1086/675412
• Fuchs, C. (2019). Karl Marx in the Age of Big Data Capitalism. En Digital Objects, Digital Subjects: Interdisciplinary Perspectives on Capitalism, Labour and Politics in the Age of Big Data (D. Chandler & C. Fuchs, pp. 53–71). London: University of Westminster Press.
• Giancola, O., Grimaldi, E. & Romito, M. (2019). La digitalizzazione della scuola. Temi, teorie e metodi di ricerca. Scuola democratica, Learning for Democracy, 3, 461-479. https://www.rivisteweb.it/doi/10.12828/95944
• González-Delgado, M., Ferraz, M. & Machado-Trujillo, C. (eds.). (2020). Transferencia, transnacionalización y transformación de las políticas educativas (1945-2018). Salamanca: FarenHouse.
• Google. (2020). Teach from anywhere. https://teachfromanywhere.google/intl/es/#for-teachers
• Guattari, F. & Rolnik, S. (2006). Micropolítica. Cartografías del deseo. Madrid: Traficante de sueños.
• Gulson, K. N., Lewis, S., Lingard, B., Lubienski, C., Takayama, K. & Webb, P. T. (2017). Policy mobilities and methodology: a proposition for inventive methods in education policy studies. Critical Studies in Education, 58(2), 224-241. https://doi.org/10.1080/17508487.2017.1288150
• Hannam, K., Sheller, M. & Urry, J. (2006). Mobilities, immobilities and moorings. Mobilities, 1(1), 1–22.
• Hardy, I., Heikkinen, H. & Olin, A. (2020). Conceptualising and contesting ‘fast policy’ in teacher learning: a comparative analysis of Sweden, Finland and Australia. Teacher Development, 24(4), 466-482. https://doi.org/10.1080/13664530.2020.1776761
• Harvey, D. (2014). Seventeen contradictions and the end of capitalism. London: Profile.
• Heredia, J. M. (2012). Dispositivos y/o Agenciamientos. Contrastes. Revista Internacional de Filosofía, 19(1), 83-101. https://doi.org/10.24310/contrastescontrastes.v19i1.1080
• Hernández-Hernández, F. & Sancho, J. M (2020). La investigación sobre historias de vida: de la identidad humanista a la subjetividad nómada. Márgenes, Revista de Educación de la Universidad de Málaga, 1(3), 34-45 DOI: https://doi.org/10.24310/mgnmar.v1i3.9609
• Jessop, B. (2008). State Power. A Strategic-Relational Approach. Cambridge: Polity Press.
• Jessop, B. (2017). El Estado. Pasado, presente y futuro. Madrid: Los Libros de la Catarata.
• Junemann, C. & Olmedo, A. (2019). In sheep’s clothing: Philanthropy and the privatisation of the ‘democratic’ state. Brussels: Education International.
• Landri, P. (2017). Digital Governance of Education. Technology, Standards and Europeanization of Education. London: Bloomsbury.
• Lazzarato, M. (2006). Por una política menor. Acontecimiento y política en las sociedades de control. Madrid: Traficante de sueños.
• Lazzarato, M. (2015). Governing by debt. Los Angeles, CA: Semiotext(e).
• Lewis, S. (2020). PISA, Policy and the OECD. Respatialising global education governance through PISA for schools. Singapur: Springer.
• Martins, E. M. & Krawczyk, N. R. (2018). Estratégias e incidência empresarial na atual política educacional brasileira: O caso do movimento ‘Todos Pela Educação’. Revista Portuguesa de Educação, 31(1), 4. https://doi.org/10.21814/rpe.12674
• Malin, J. R., Hardy, I. & Lubienski, C. (2019). Educational neoliberalization: the mediatization of ethical assertions in the voucher debate. Discourse: Studies in the Cultural Politics of Education, 40(2), 217-233. https://doi.org/10.1080/01596306.2019.1569880
• McCann, E. & Ward, K. (2012). Policy Assemblages, Mobilities and Mutations: Toward a Multidisciplinary Conversation. Political Studies Review, 10(3), 325-332. https://doi.org/10.1111/j.1478-9302.2012.00276.x
• McCann, E. & Ward, K. (2013). A multi-disciplinary approach to policy transfer research: geographies, assemblages, mobilities and mutations. Policy Studies, 34(1), 2-18. https://doi.org/10.1080/01442872.2012.748563
• McKenzie, M. & Aikens, K. (2020). Global education policy mobilities and subnational policy practice. Globalisation, Societies and Education, 1-15. https://doi.org/10.1080/14767724.2020.1821612
• Morozov, E. (2013). To Save Everything: The Folly of Technological Solutionism. New York: Public Affairs.
• Nail, T. (2017). What is an assemblage? SubStance, 46(1), 21–37.
• Olmedo, A. (2017). Something old, not much new, and a lot borrowed: philanthropy, business, and the changing roles of government in global education policy networks. Oxford Review of Education, 43(1), 69–87.
• Pagès, M. & Prieto, M. (2020). The instrumentation of global education reforms: an analysis of school autonomy with accountability policies in Spanish education. Educational Review, 1-20. https://doi.org/10.1080/00131911.2020.1803795
• Parcerisa, L. (2016). Modernización conservadora y privatización de la educación el caso de la LOMCE y la Nueva Gestión Pública. Revista Educación, Política y Sociedad, 1(2), 11-42.
• Parcerisa, L., Fontdevila, C., & Verger, A. (2020). Understanding the PISA Influence on National Education Policies: A Focus on Policy Transfer Mechanisms. In S. Jornitz & A. Wilmers (Eds.), International Perspectives on School Settings, Education Policy and Digital Strategies. A Transatlantic Discourse in Education Research (pp. 185-198). Opladen, Berlin, Toronto: Barbara Budrich Publishers.
• Peck, J. & Theodore, N. (2010). Mobilizing Policy: Models, Methods and Mutations. Geoforum, 41(2), 169–74. https://doi.org/10.1016/j.geoforum.2010.01.002
• Peck, J. & Theodore, N. (2012). Follow the Policy: A Distended Case Approach. Environment and Planning A: Economy and Space, 44(1), 21-30. https://doi.org/10.1068/a44179
• Peck, J. & Theodore, N. (2015). Fast policy: Experimental statecraft at the thresholds of neoliberalism. Minneapolis, MN: University of Minnesota Press.
• Phillips, D. & Ochs, K. (2003). Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices. Comparative Education 39(4), 451–461. https://doi.org/10.1080/0305006032000162020
• Rappeleye, J. (2010). Educational Policy Transfer in an Era of Globalization. Theory, History, Comparison. Frankfurt: Peter Lang.
• Rizvi, F. & Lingard, B. (2010). Globalizing education policy. London: Routledge.
• Rosa, H. (2013). Social Acceleration: A New Theory of Modernity. Columbia University Press.
• Saltman, K. J. (2010). The Gift of Education: public education and venture philanthropy. New York: Palgrave Macmillan.
• Silva, T. T. da. & Gentili, P. (1996). (eds.). Escola S.A.: quem ganha e quem perde no mercado educacional do neoliberalismo. Brasília: CNTE.
• Sancho, J. M., Rivera, P. & Miño-Puigcercós, R. (2019). Moving beyond the predictable failure of Ed-Tech initiatives. Learning, Media and Technology, 45(1), 61-75. https://doi.org/10.1080/17439884.2019.1666873
• Saura, G. (2015). Think tanks y educación. Neoliberalismo de FAES en la LOMCE. Education policy analysis archives, 23, 107, 1-16. https://doi.org/10.14507/epaa.v23.2106
• Saura, G. (2018). Saving the world through neoliberalism: philanthropic policy networks in the context of Spanish education. Critical Studies in Education, 59(3), 279-296. https://doi.org/10.1080/17508487.2016.1194302
• Saura, G. (2020). Filantrocapitalismo digital en educación: Covid-19, UNESCO, Google, Facebook y Microsoft. Teknokultura. Revista de Cultura Digital y Movimientos Sociales, 17(2), 159-168. https://doi.org/10.5209/tekn.69547
• Saura, G. (2021). Mobilising the philanthropic neoliberalisation of Teach For All in Spain. In M. Thomas, E. Rauschenberger & K. Crawford-Garrett (eds.), Examining Teach For All. International Perspectives on a Growing Global Network (pp. 138-156). London and New York: Routledge.
• Savage, G. (2020). What is policy assemblage? Territory, Politics, Governance, 8(3), 319-335. https://doi.org/10.1080/21622671.2018.1559760
• Schriewer, J. (1990). The method of comparison and the need for externalization: methodological criteria and sociological concepts. In J. Schriewer & B. Holmes (eds.), Theories and methods in comparative education (pp. 3–52). Bern: Lang.
• Schriewer, J., & Martinez, C. (2004). Constructions of internationality in education. In G. Steiner-Khamsi (ed.), The global politics of educational borrowing and lending (pp. 29–53). New York: Teachers College Press.
• Sadin, E. (2018). La silicolonización del mundo: la irresistible expansión del liberalismo digital. Buenos Aires: Caja negra.
• Selwyn, N. (2013). Education in a Digital World: Global Perspectives on Technology and Education. Routledge.
• Springer, S. (2010). Neoliberalism and geography: Expansions, variegations, formations. Geography Compass 4(8), 1.025-1.038. https://doi.org/10.1111/j.1749-8198.2010.00358.x
• Steiner-Khamsi, G. (Ed.). (2004). The Global Politics of Educational Borrowing and Lending. New York: Teachers College Press.
• Steiner-Khamsi, G. & Waldow, F. (eds.). (2012). Policy Borrowing and Lending. World Yearbook of Education 2012. London and New York: Routledge.
• Tiana, A. (2017). PISA in Spain: Expectations, impact and debate. European Journal of Education, 52(2), 184-191. https://doi.org/10.1111/ejed.12214
• Thomas, M., Rauschenberger, E. & Crawford-Garrett, K. (2021). Examining Teach For All. International Perspectives on a Growing Global Network. London and New York: Routledge.
• Torres, J. (2001). Educación en tiempos de neoliberalismo. Madrid: Morata.
• UNESCO (2020a). Global Education Coalition. https://en.unesco.org/covid19/educationresponse/globalcoalition.
• UNESCO (2020b). UNEVOC. https://unevoc.unesco.org/home/
• Urry, J. (2007). Mobilities. Cambridge: Polity Press.
• Viñao, A. (2016). La Ley Orgánica de Mejora de la Calidad Educativa (LOMCE): ¿una reforma más? Historia y Memoria de la Educación, (3), 137. https://doi.org/10.5944/hme.3.2016.14811
• Viseu, S., & Carvalho, L. M. (2018). Think tanks, policy networks and education governance: the rising of new intra-national spaces of policy in Portugal. Education Policy Analysis Archives, 26, 108, 1-26.
• Webb, T. P., & Gulson, K. N. (2015). Policy, Geophilosophy and Education. Rotterdam: Sense Publishers.
• Wilkins, A., & Olmedo, A. (2018). Education Governance and Social Theory: Interdisciplinary Approaches to Research. Bloomsbury Academic.
• Williamson, B. (2017). Big data in education: the digital future of learning, policy and practice. London: Sage.
• Williamson, B., & Hogan, A. (2020). Commercialisation and privatisation in/of education in the context of Covid-19. Education International.
• Youdell, D. (2015). Assemblage Theory and Education Policy Sociology. In K. N. Gulson, M. Clarke, & E. Bendix Petersen (eds.), Education Policy and Contemporary Theory: Implications for Research (pp. 110–121). New York: Routledge.