Advertisement

The Global Education Industry, Data Infrastructures, and the Restructuring of Government School Systems

  • Bob LingardEmail author
Chapter

Abstract

This chapter focuses on a largely hidden dimension of the privatization and commercialization of public schooling systems, namely the role of edu-businesses in relation to the creation of data infrastructures that are indispensable to the structuring of government schooling systems today. Large, private ed-tech companies are an important element of the Global Education Industry (GEI) and have been important in the creation of interoperability standards and the provision of these structuring data infrastructures. The chapter shows how the move to network governance with the involvement of edu-businesses and philanthropies alongside state actors in all aspects of the policy cycle has facilitated this work of ed-techs as an example of ‘extrastatecraft’. The chapter documents two case studies: one Australian and the other in the USA of the work of ed-techs, in relation to data infrastructures. The Australian case analyses the development of the National Schools Interoperability Program (NSIP), which functions in a networked governance mode through collaboration between governments and ed-tech companies. The second case documents the InBloom data infrastructure initiative across nine US states funded by the Gates Foundation (2011–2014). InBloom sought to provide a single platform for the sharing of data about schooling across these states and was set against President Obama’s Race to the Top legislation that demanded school systems develop ‘data systems to support instruction’. Parental and teacher union opposition around data privacy to InBloom and to NSIP developments in Australia will also be outlined.

References

  1. A4L. (2015). Introducing the Access 4 Learning Community – The SIF Association Matures to Address Not Only Data Management but Data Usage for Learning. Retrieved from https://www.prlog.org/12457789-introducing-the-access-4-learning-community.html. Accessed on 03/01/2018.
  2. Anagnostopoulos, D., Rutledge, S., & Jacobsen, R. (Eds.). (2013). The Infrastructure of Accountability: Data Use and the Transformation of American Education. Cambridge, MA: Harvard Education Press.Google Scholar
  3. Au, W., & Ferrare, J. (Eds.). (2015). Mapping Corporate Education Reform: Power and Policy Networks in the Neoliberal State. New York: Routledge.Google Scholar
  4. Ball, S. (2012). Global Education Inc.: New Policy Networks and the Neo-liberal Imaginary. New York: Routledge.Google Scholar
  5. Ball, S., & Junemann, C. (2012). Networks, New Governance and Education. Bristol: Policy Press.Google Scholar
  6. Ball, S., Junemann, C., & Santori, D. (2017). Edu.net: Globalisation and Education Policy Mobility. New York: Routledge.CrossRefGoogle Scholar
  7. Bulger, M., McCormick, P., & Pitcan, M. (2017). The Legacy of InBloom. Working Paper 02.02.2017: Data & Society. Retrieved from https://datasociety.net/pubs/ecl/InBloom_feb_2017.pdf. Accessed on 03/01/2018.
  8. Burch, P. (2009). Hidden Markets: The New Education Privatization. New York: Routledge.CrossRefGoogle Scholar
  9. Easterling, K. (2014). Extrastatecraft: The Power of Infrastructure Space. London: Verso.Google Scholar
  10. Hartong, S. (2018). Towards a Topological Re-assemblage of Education Policy? Observing the Implementation of Performance Data Infrastructures and ‘Centres of Calculation’ in Germany. Globalisation, Societies and Education, 16(1), 134–150.CrossRefGoogle Scholar
  11. Hogan, A., Thompson, G., Sellar, S., & Lingard, B. (2018). Teachers’ and School Leaders’ Perceptions of Commercialisation in Australian Public Schools. The Australian Educational Researcher, 45(2), 141–160.CrossRefGoogle Scholar
  12. Hursh, D. (2016). The End of Public Schools: The Corporate Reform Agenda to Privatize Public Education. New York: Routledge.Google Scholar
  13. Hursh, D., McGinnis, S., Chen, Z., & Lingard, B. (2018, in press). Resisting the Neoliberal: Parent Activism in New York State Against the Corporate Reform Agenda in Schooling. In L. Tett, & Hamiton, M. (Eds), Resisting Neoliberalism in Education: Local, National, and Transnational Perspectives, Bristol: Policy Press.Google Scholar
  14. Kitchin, R., & Lauriault, T. (2015). Small Data in the Era of Big Data. GeoJournal, 80(4), 463–475.CrossRefGoogle Scholar
  15. Koppenjan, J., & Klijn, E. (2004). Managing Uncertainties in Networks. London: Routledge.CrossRefGoogle Scholar
  16. Lawn, M. (2013). A Systemless System: Designing the Disarticulation of English State Education. European Educational Research Journal, 12(2), 231–241.CrossRefGoogle Scholar
  17. Lingard, B. (2010). Policy Borrowing, Policy Learning: Testing Times in Australian Schools. Critical Studies in Education, 51(2), 129–147.CrossRefGoogle Scholar
  18. Lingard, B., Martino, W., Rezai-Rashti, G., & Sellar, S. (2016). Globalizing educational accountabilities. New York: Routledge.Google Scholar
  19. Lingard, B., & Rawolle, S. (2011). New Scalar Politics: Implications for Education Policy. Comparative Education, 47(4), 489–502.CrossRefGoogle Scholar
  20. Lingard, B., Sellar, S., Hogan, A., & Thompson, G. (2017). Commercialisation in Public Schooling: Final Report Summary. Sydney: New South Wales Teachers Federation.Google Scholar
  21. Ozga, J. (2009). Governing Education Through Data in England: From Regulation to Self-evaluation. Journal of Education Policy, 24(2), 149–162.CrossRefGoogle Scholar
  22. Reay, D. (2017). Miseducation: Inequality, Education and the Working Classes. Bristol: Policy Press.CrossRefGoogle Scholar
  23. Sassen, S. (2007). A Sociology of Globalization. New York: W.W.Norton.Google Scholar
  24. Sellar, S. (2017). Making Network Markets in Education: The Development of Data Infrastructure in Australian Schooling. Globalisation, Societies and Education, 15(3), 341–351.CrossRefGoogle Scholar
  25. Steiner-Khamsi, G. (2018). Businesses Seeing Like a State, Governments Calculating Like a Business. International Journal of Qualitative Studies in Education, 31(5), 382–392.  https://doi.org/10.1080/09518398.2018.1449980CrossRefGoogle Scholar
  26. Tomkins-Stange, M. (2017). Policy Patrons: Philanthropy, Education Reform, and the Politics of Influence. Cambridge, MA: Harvard Education Press.Google Scholar
  27. Verger, A., Fontdevila, C., & Zancajo, A. (2016). The Privatization of Education: A Political Economy of Global Education Reform. New York: Teachers College Press.Google Scholar
  28. Verger, A., Lubienski, C., & Steiner-Khamsi, G. (Eds.). (2016). The Global Education Industry. New York: Routledge.Google Scholar
  29. Williamson, B. (2017). Big Data in Education: The Digital Future of Learning, Policy and Practice. London: SAGE.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.School of EducationAustralian Catholic UniversityBrisbaneAustralia

Personalised recommendations