The New Political Economy of Teacher Education: The Enterprise Narrative and the Shadow State

Viv Ellis, Lauren Gatti, and Warwick Mansell present a comparative analysis of teacher education policy in the US, England, and Norway following the 2008 Global Financial Crisis, arguing that a new political economy of teacher education emerged.

Format: Hardback
Length: 144 pages
Publication date: 30 January 2024
Publisher: Bristol University Press

Viv Ellis, Lauren Gatti, and Warwick Mansell present a unique and international analysis of teacher education policy. Adopting a political economy perspective, this distinctive text provides a comparative analysis of three contrasting welfare state models – the US, England, and Norway – following the 2008 Global Financial Crisis (GFC). Arguing that a new political economy of teacher education began to emerge in the decade following the GFC, the authors explore key concepts in education privatization and examine the increasingly important role of shadow state enterprises in some jurisdictions. This topical text demonstrates the potential of a political economy approach when analyzing education policies regarding pre-service teacher education and continuing professional development.

Introduction:
The field of teacher education policy has been significantly influenced by the global financial crisis (GFC) of 2008. This crisis has led to a re-evaluation of education policies and practices worldwide, with a particular focus on the role of teachers and teacher education in shaping educational outcomes. In this context, Viv Ellis, Lauren Gatti, and Warwick Mansell present a unique and international analysis of teacher education policy.

A Political Economy Perspective:
The authors of this text adopt a political economy perspective, which emphasizes the role of power and economic interests in shaping education policies. They argue that the GFC has led to a shift in the political economy of teacher education, with a growing emphasis on education privatization and the increasing role of shadow state enterprises.

Comparative Analysis:
The book provides a comparative analysis of three contrasting welfare state models – the US, England, and Norway. The authors examine how these models have responded to the GFC and how they have shaped teacher education policies. They argue that the US model of education privatization has led to a decline in public education, while the English model of education reform has focused on improving teacher quality and accountability. The Norwegian model, on the other hand, has emphasized the importance of public education and has implemented policies to support teacher professional development and collaboration.

Key Concepts in Education Privatization:
The authors explore key concepts in education privatization, such as the commodification of education, the increasing role of private actors in education, and the erosion of public control over education. They argue that education privatization has led to a concentration of power in the hands of private companies and has resulted in a decline in the quality of education.

Shadow State Enterprises:
The book also examines the increasing role of shadow state enterprises in some jurisdictions. Shadow state enterprises are private companies that are contracted by governments to provide education services, such as tutoring and test preparation. The authors argue that these enterprises have become increasingly important in some countries, particularly in the context of education privatization.

Conclusion:
In conclusion, this book provides a valuable contribution to the field of teacher education policy. It adopts a political economy perspective, which emphasizes the role of power and economic interests in shaping education policies. The comparative analysis of three contrasting welfare state models provides insights into how different countries have responded to the GFC and how they have shaped teacher education policies. The exploration of key concepts in education privatization and the increasing role of shadow state enterprises demonstrates the potential of a political economy approach when analyzing education policies regarding pre-service teacher education and continuing professional development.

Dimension: 203 x 127 (mm)
ISBN-13: 9781447359081