Global education policy mobilities and subnational policy practice

Drawing on data from three levels of education policy-making in Canada, in this paper we identify variegated interactions of global circulations of sustainability discourses in education in relation to priorities and responses at subnational levels of government, including provinces and territorial...

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Bibliographic Details
Published in:Globalisation, societies and education societies and education, 2021-05, Vol.19 (3), p.311-325
Main Authors: McKenzie, Marcia, Aikens, Kathleen
Format: Article
Language:English
Subjects:
Amalgamation
Board of Education Policy
Certification
Discourses
Education
Education authorities
Education policy
Educational Policy
Elementary Secondary Education
Foreign Countries
Global Approach
globalisation
Policy Formation
Policy making
policy mobilities
Priorities
Provinces
scale
Schools
State Policy
subnational policy
Sustainability
sustainability education
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Summary:Drawing on data from three levels of education policy-making in Canada, in this paper we identify variegated interactions of global circulations of sustainability discourses in education in relation to priorities and responses at subnational levels of government, including provinces and territorial ministries of education, local school divisions, and schools. Understanding 'scale' as mutable and practiced vs. fixed, we discuss instances of policy recoding or mutation when global UN priorities have been shifted to reflect language or priorities suited to education ministries and school divisions; as well as examples of policy immobility, where subnational education bodies did not engage with UN sustainability approaches. Cases of policy amplification are also highlighted, in which school division policy priorities appeared to increase the influence of provincial policy. In some cases, intentional efforts of 'rescaling' seemed to influence policy responses, such as through processes of school division amalgamation, or the growing attempts to relocalise policy in Canada's north. We draw on data from across six Canadian provinces and territories and 10 school divisions to better understand the mobilities of sustainability in education policy in relation to subnational policy practice, including via topological influences such as policy actors and certification programmes.
ISSN:1476-7724
1476-7732
DOI:10.1080/14767724.2020.1821612