https://link.springer.com/content/pdf/10.2307%2F3343168.pdf

Development as Freedom

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Qualitative research for education: An introduction to theories and methods

The authors analyze the nation‐state as a worldwide institution constructed by worldwide cultural and associational processes, developing four main topics: (1) properties of nation‐states that result from their exogenously driven construction, including isomorphism, decoupling, and expansive structuration; (2) processes by which rationalistic world culture affects national states; (3) characteristics of world society that enhance the impact of world culture on national states and societies, including conditions favoring the diffusion of world models, expansion of world‐level associations, and rationalized scientific and professional authority; (4) dynamic features of world culture and society that generate expansion, conflict, and change, especially the statelessness of world society, legitimation of multiple levels of rationalized actors, and internal inconsistencies and contradictions.

/pdf/world-society-and-the-nation-state-1467g9enna.pdf

World society and the nation-state

We investigate whether income inequality affects subsequent growth in a cross-country sample for 1965-90, using the models of Barro (1997), Bleaney and Nishiyama (2002) and Sachs and Warner (1997), with negative results. We then investigate the evolution of income inequality over the same period and its correlation with growth. The dominating feature is inequality convergence across countries. This convergence has been significantly faster amongst developed countries. Growth does not appear to influence the evolution of inequality over time. Outline

https://www.econstor.eu/bitstream/10419/81822/1/02-28.pdf

Economic growth and income inequality

Returns to investment in education: A global update

Neoclassical economics focuses on the efficiency of a free‐market system and the associated role of the public sector. As a school of thought, it has been around for over a century, with antecedent...

A Quarter Century of Neoliberal Thinking in Education: Misleading Analyses and Failed Policies.

World Bank education policy: new rhetoric, old ideology

Ever since the Second World War, and particularly since the 1960s, thinking about educational policy and practice has been heavily influenced, if not dominated, by ideas about the role of education in the economy. Issues of economic growth, better job opportunities, international competitiveness, education/labour market mismatch, or even fairness in the allocation of jobs, income and other social rewards, all depend critically on how we conceive of relationships between education and the economy. Moreover, if we take a broad view of what is meant by the term 'economy', including in it all organizations

Education and the economy Considering alternative perspectives

Human capital theory and rate of return methodology have long been a dominant framework in comparative and international education and other fields. While there have been criticisms since its inception, it has been ubiquitous and widely accepted as an important mechanism for educational planning, evaluation, and policy making. In this article, I raise fundamental questions about the internal logic of this framework. In particular, I examine the problems with its two strands of empirical work, dealing with the impact of education on income and economic growth, as well as with its conceptual base. In conclusion, I briefly examine some alternatives to using a human capital framework for educational planning, evaluation, and policy making.

Human Capital and Rates of Return: Brilliant Ideas or Ideological Dead Ends?

Many policymakers and researchers still maintain that “modernization” of education through sustained and well-focused investment in educational innovation can improve the quality of education, significantly ameliorate social and economic problems, and lower educational costs as well. By restructuring management and teaching practices, putting more reliance on prepackaged curriculum materials, exploiting the possibilities of computers, radio, and TV, and changing teachers’ roles, it is believed that children and youth would be better prepared to meet the requirements of the modern workplace.We contend, however, that these benefits have failed to materialize. In an attempt to understand why the promise of educational innovation has not been realized, we critically examine educational innovation, its ideological and paradigmatic underpinnings, and the major stages of the innovation process. Review of a large body of research suggests that conventional theory fails to understand the nature of structural and i...

Steven J. Klees

Papers

A Quarter Century of Neoliberal Thinking in Education: Misleading Analyses and Failed Policies.

World Bank education policy: new rhetoric, old ideology

Education and the economy Considering alternative perspectives

Human Capital and Rates of Return: Brilliant Ideas or Ideological Dead Ends?

Toward a Political Economy of Educational Innovation