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The authority of the nation states and their capacity to govern their education policy has been reconfigured by the processes of globalisation. This paper examines recent education policy in Pakistan in order to reveal the nature of national authority in education policy-making in a challenging context. The central piece of analysis is the pre-policy text issued by the Ministry of Education, Pakistan — the White Paper. This analysis is further supported through interviews with senior policy actors and other significant policy texts. The paper identifies several tensions caused by the interaction of global and national education policy priorities and explores how the national government of Pakistan seeks to expand its SoA through ‘soft’ governance approaches despite the material and financial constraints within which it operates.

This article contextualises Education in Pakistan, a White Paper (2007), an influential education policy paper in Pakistan. The focus is on the ways the White Paper constructs its own contexts as a complement to the policy solutions proffered. Here we recognise Seddon’s point about the discursive work of policy in constructing context. We focus on the way the White Paper constructs its political/ideological context and its global/national context. The White Paper works with the trope of a binary construction of Islam – fundamentalist or moderate – which rearticulates Orientalist Western constructions. The analysis of the construction of the global/national contexts demonstrates the framing of the policy by the Millennium Development Goals, and the Washington and post‐Washington consensus.

In this paper, I develop the idea of cosmopolitan stances – one ‘intellectual’ and the other ‘aesthetic’ – to examine conceptions of cosmopolitanism within a range of university strategies. Recent research into cosmopolitanism has adopted a Bourdieusian lens, understanding it as cultural capital, which acts as a locus of stratification in the global system. By examining the strategies in 11 London-based universities, this paper sought to identify which cosmopolitan stances are mobilised. Following a thematic analysis this paper argues that those stances privileged by the global middle class are often implicit and generated incidentally as a function of other initiatives such as inclusivity and diversity, global citizenship, placement opportunities and graduate attributes/outcomes.

The paper investigates the influences of globalisation on Russian higher education in accounting. Drawing on interviews with academic staff and secondary data sources, the paper discusses the tensi...

This paper aims to establish that globalised social and linguistic changes have a more complicated impact on local behaviours and attitudes than is believed. Based on statistical analysis of nationally representative surveys in Japan, the paper presents evidence against the following two propositions: (1) globalisation increases local demand for English use and (2) local enthusiasm for English-education reforms is a direct outcome of globalisation. The findings of the study suggest a significant disconnect between these discourses and reality. Therefore, this paper discusses the power of discourse in constructing images of globalisation and the global spread of English.

In this paper, we draw attention to the impact of neoliberal globalisation in rearticulating conceptions of equity within the Ontario context. The Ontario education system has been hailed for its top performance on Programme for International Student Assessment (PISA) as a high-equity/high-quality education system and created ‘PISA envy’ in the international context. Our aim in this paper is to provide some critical analysis of the neoliberal rationality and to examine its manifestations for rearticulating conceptions of social justice. Drawing on equity education policies in Ontario and one in-depth interview with an equity practitioner in one of Ontario’s large and most diverse school boards, this paper illustrates how a redefinition of equity has been made possible through neoliberal systems of accountability and performativity involving measurement and facticity. As a result of these strategies, equity policy in education has been concerned with outcome measurement and boys’ underachievement, ...

This paper outlines the basis of an alternative theoretical approach to the study of the globalisation of ‘education’ – a Critical, Cultural Political Economy of Education (CCPEE) approach. Our purpose here is to bring this body of concepts – critical, cultural, political, economy – into our interrogation of globalising projects and processes within what we will refer to as the ‘education ensemble’ as the topic of enquiry, whose authoritative, allocative, ideational and feeling structures, properties and practices, emerge from and play into global economic, political and cultural processes In the first half of the paper we introduce and develop the concepts that will underpin our approach. In the second half of the paper we explore the explanatory potential and epistemic gain of a CCPEE approach by examining the different manifestations of the relationship between globalisation as a political, cultural and economic project and an education ensemble. We conclude by reflecting on the possibilities this pers...

With the frequent interaction between China and the world, glocalisation, the combination of globalisation and localisation, is an unavoidable trend. This paper argues that the association of local situation with global awareness is one of the ways to assimilate English for daily use in Chinese context. The fundamental idea is that the use of activities and materials with both local and global situations can bring more awareness and interest within learners than materials that merely reflect unfamiliar global context because the latter is beyond learners' experience. The initial sections of this paper uses qualitative data derived from purposive sampling to explain the notion of glocal English and reasons of its importance. The final part analyses sample learning materials and provides implication for textbook development.

Market forces are being introduced in public spheres such as higher education and public health, which hitherto were closed to such forces. Ironically, it is the state that is responsible for this process of marketisation. Some see this state action as leading to a growing influence of the state in public policy while others see an attenuation of its role. Critiquing this market–state incompatibility thesis from a geo-spatial perspective on globalisation, this paper calls for an articulation of state–market relations that emphasises their interpenetration. Using Botswana as a case study, the paper argues that although on-going tertiary education reforms in the country are characterised by the state's promotion of market forces this does not mean that the state is retreating, leaving the sub-sector to the vagaries of the market. Contrarily, the state is employing marketisation to reform the sub-sector so that it is responsive to labour and skills demands of an economy aspiring to be knowledge-based.

The development of a global form of citizenship stands in a rather tense relation with the realities of vast numbers of marginalised citizens across the globe, to the extent that marginality appears to be the hidden other of global citizenship. The aim of this paper is to contribute to the development of a political economy of global citizenship by elaborating on some of these issues. The paper provides a critical discussion of the literature on global citizenship education using a theoretical approach that stems from political economy theories of globalisation. The notion of an emerging transnational class system will provide the starting point for understanding the processes and forces behind current forms of global structural marginalisation and their implications for the possibilities of a global citizenship.

This paper examines the relationship between the South African knowledge enterprise and citizenship in terms of the ontologies it authorises. It is especially interested in how education comes to be used in particular settings to privilege particular ways of being. In relation to this it asks what notions of the subject and his or her relation to the social and the natural world inhabit the organisation of the school and its curriculum and how these notions have settled on the learning landscape. These questions are critical in understanding the emergent conceptions of citizenship and national identity in the country, especially in light of its complex attempts to work with its multiple pasts and its determination to enter the global world on its own terms as opposed to those of the dominant economies of the world. They are crucial as South Africans make a commitment to both Africanism and globalisation. The paper begins with a brief discussion on the promise of modern education and its commitment to demo...

This paper examines the framing of globalising education as an industry in New Zealand. It traces the development of industry institutions to promote and regulate cross-border educational relations and practices. The paper argues that the making of a national ‘international education industry’ has framed entrepreneurial education providers, international students and other subjects and spaces of globalising education for a particular form of governance. Framed as an industry these subjects and spaces have been made available for, and mobilised in, political projects of globalisation, knowledge economy, and other after-neo-liberal political projects. The case is used to reflect on how education is being globalised as well as globalisation constituted.

This paper examines annual changes in the participation of developing countries in three kinds of learning assessment activity over the past three decades. It specifically highlights, and provides initial explanations for, the worldwide spread of national and regional assessments since the mid-1990s. The paper argues that national learning assessments – namely, non-standardised, context-sensitive and non-comparable learning assessments – have become a preferred tool of educational policy makers in developing countries. The increasing demand by educational stakeholders for accountability and the relative advantages of national assessments are likely to amplify this trend in the future. Patterns of country participation will further depend on the policies of international agencies, NGOs and regional associations that support and advise countries on learning assessments.

This paper argues that higher education has a long history of globalising, though the form of these processes has been different. Two are identified; first, a normative order based on common frameworks; second, the expansion of formal exchanges of inputs and outputs from higher education. Different countries, however, are positioned differently in this. Through an analysis of France’s higher education sector, the paper argues that unlike most English speaking and South Asian countries in the recent past, France seems much less interested in increasing its share of the international market of HE teaching services than in developing a competitive R‐D university–industry sector. This implies the de‐construction of the inherited system, and a reallocation of resources toward a new top‐tier of public establishments strongly linked with private economic interests. For that purpose a radical reform of the HE sector was needed. To implement such a reform, one that is strongly opposed by a large part of the academ...

This paper examines the changing form and scope of higher education in the UK with a specific focus on contemporary ‘globalising’ developments within the sector and beyond. Situated within an analysis of transformations under way in the wider global and regional economy, and drawing on Jessop’s strategic relational approach (SRA), I examine the way higher education in the UK has been restructured through the mobilisation of three key logics (corporatisation, competititiveness, commercialisation) to play a central role in the realisation of a globally‐competitive education services sector and imagined ‘knowledge‐based economy’. The main argument of this paper is that from the early 1980s onward, successive rounds of neo‐liberal political projects – shaped by these logics – were mobilised to rework the basis of capital accumulation. A central outcome was to structurally predispose UK HEIs, over time, toward new regionalising and globalising horizons of action.

The paper draws on the Trends in International Mathematics and Science Study (TIMSS) 2007 data for nearly 60 educational systems to explore the characteristics and patterns of school violence across a number of countries and the extent to which measures of violence are associated with achievement in mathematics and science. Using a multi‐level modelling approach, we examine the relationship between school violence and mathematics achievement. Findings from the international model indicate the extent to which violence at and across different levels impacts achievement in a cross‐country, large‐scale assessment. This paper suggests significant policy‐relevant issues about school and national violence and the implications for academic achievement in an increasingly global world.

This paper examines the role of specific and place‐based social capital in the recognition and evaluation of international credentials. Whilst research on labour market segmentation has contributed towards an understanding of the spatial variability of the value of human capital, very little attention has been paid to the ways in which the credentials of more privileged social groups may in certain local contexts become valorised. At the same time, an increasing body of work in sociology has drawn attention to the globalisation of credentials and labour market competition. This paper brings together these perspectives, demonstrating how transnational social connections are put to work in the valourisation of ‘overseas credentials’ within a particular local labour market – Hong Kong’s financial services sector. It reveals the extent to which social capital, which is at once transnational and locally embedded, confers value upon particular international credentials, with consequences for individuals’ employ...

This paper explores the rising presence of transnational corporations (TNCs) in education and their mobilisation of global corporate social discourses to legitimise their private authority in education. The rising presence of TNCs is explored in the paper in two parts. First, through a taxonomy of global corporate social engagement (GCSE) activities and second, through a case study of the World Economic Forum’s corporate citizenship initiatives as a new form of ‘market’ multilateralism in education. Lastly, I critique the GCSE efforts of TNCs working in education and discuss the implications of their seemingly ‘to do good’ activities.

The world is increasingly characterised by profound income, health and social inequalities (Appadurai, 2000). In recent decades development initiatives aimed at reducing these inequalities have been situated in a context of increasing globalisation with a dominant neo‐liberal economic orthodoxy. This paper argues that neo‐liberal globalisation contains inherent contradictions regarding choice and uniformity. This is illustrated in this paper through an exploration of the impact of neo‐liberal globalisation on population policies and programmes. The dominant neo‐liberal economic ideology that has influenced development over the last few decades has often led to alternative global visions being overlooked. Many current population and development debates are characterised by polarised arguments with strongly opposing aims and views. This raises the challenge of finding alternatives situated in more middle ground that both identify and promote the socially positive elements of neo‐liberalism and state interve...

This paper addresses Appadurai's challenge to expand the research imagination. It follows Boaventura de Sousa Santos in suggesting a need to separate analytically the trajectories of capitalism and modernity. For Santos, this involves the recognition that we cannot solve the problems of postmodernity with the tools of modernity. The paper approaches this problem through a focus on the idea of comparison as a high point of modern social science. It outlines five critiques of the ways that comparison has been used that both assume and reinforce the assumptions of modernity: that comparison is not the only way that relations between states can be elaborated; that cases and variables should not be wrested from their wider contexts; that assumptions of the predominance of the national level, especially as the basis for comparative indicators, are misleading; that the acceptance of a common set of measures constructs silences in the world outside the West; and that it does not ask whose knowledges are being rec...

This paper works in dialogue with Arjun Appadurai's paper, ‘Grassroots globalization and the research imagination’ in an attempt to outline some necessary changes in researching education in the multiple contexts of globalisation. The paper provides two narratives as part of this project, which Appadurai calls the ‘deparochialisation of the research ethic’. The first narrative deals with the emergence of a ‘world or global educational policy field’ and suggests that Bourdieu's epistemological disposition, work on fields and his late political critiques of neo‐liberal globalisation provide a way to begin to deparochialise the national focus of educational policy studies. The second narrative deals with my own pedagogies in relation to a full time MA course in educational policy and practice in Sheffield, where most of the students are from China, and my work in the Caribbean on Sheffield's masters and doctoral programmes. The two narratives demonstrate that Bourdieu's work inflected by postcolonialism, the...

In response to Appadurai's ‘Grassroots globalization and the research imagination’, this paper explores some of the theoretical, ethical, methodological and practical issues of developing a ‘strong internationalisation’ of research with and amongst grassroots globalisation movements. Drawing on five years of solidarity and research experience between Colombia and the UK working with grassroots social movements I explore issues relating to knowledge production, the dialogical process of working with social movements and the potential for reclaiming the western academy as a site of social criticism and resistance. While sympathetic to the content and objectives of Appadurai's position the paper argues for a more holistic integration of research into broader processes of popular resistance to neo‐liberal globalisation. It also promotes a greater recognition for the role, value and development of the intellectual ‘outside’ of the academy and ‘inside’ grassroots globalisation movements.

This paper problematises globalisation and the democratisation of the research imagination, highlighting the potentials for harm and good. We do so, first, by exploring two philosophical/epistemological issues: the definition of ‘knowledge’ and the role of ‘research’ in knowledge creation. The paper then considers some of possible consequences of the democratisation of knowledge by examining the case of HIV/AIDS in sub‐Saharan Africa and using it to test a heuristic device we have developed as a way of distinguishing between ‘really useful’ and ‘potentially harmful’ knowledges.

This paper uses the international education sector in Australia as a case study to argue against understanding globalization as an exogenous force. It introduces the notion of globalization as a governmentality and discusses alternative interpretations which take into account notions of subjectivity, positionality and space/time. The paper examines the types of global imaginaries used to govern international education. A discourse of cultural hybridity is mobilized to construct Australia as a safe multicultural study destination. The expressions of hybridity which are sanctioned within the international university are scripted by a neoliberal text, limiting the possibilities for more sophisticated intellectual engagements with the global.

Feminist analyses have shown that we need to understand the ways globalization not only oppresses women but opens up new spaces of possibility, including the possibility of escaping patriarchal, racist and classist structures. This paper briefly introduces some analyses which work towards such understandings, and argues that they are important for teaching ‘first world’ students about ‘third world’ women and realities. The paper argues for more careful and critical attention to dominant constructions of women in the south and of the effects of globalization, in order to promote education for social justice.

Globalisation is a central concept in this paper but it is important to note that 'globalisation' is a highly contested term. Strong globalisation theory argues that the global economy is dominated by uncontrollable global forces in which nation states are structurally constrained and therefore the capacity of modern states eventually declines. Unlike strong globalists, other scholars believe even though there may be similar trends and patterns in public policy and public management domain along the line of privatisation, marketisation, commodification and corporatisation, different governments may use the similar strategies to serve their own political purposes. Hence, modern states may tactically make use of the globalisation discourse to justify their own political agendas or legitimise their inaction. The present paper sets out in this wider context to reflect upon globalisation effects on national policy, with particular reference to how the selected East Asian societies such as the four Tigers, Hong...

This paper explores the progressive possibilities of global citizenship education (GCE) and higher education internationalisation in the current milieu that is defined by the interwoven dominance o...

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 relatio...

This paper examines how organisations have increasingly been portrayed in textbooks as solving social problems as well as contributing to national development. Findings from 527 Canadian and U.S. t...

This paper discusses how the elite schools in Singapore have been recontextualising their pedagogical programmes, as the public education system adjusts to the developmental state's balancing act t...

This paper looks at how cosmopolitanism is practised amongst Singaporeans who have experienced Singapore’s education reform in the 1990s. Cosmopolitanism in Singapore is tied to state-inter...

This paper examines the potential negative consequences of the internationalisation of American higher education from the perspective of positional competition theory. This analysis suggest...

This paper proposes a conceptual model of education for global citizenship by drawing on the literature on international student mobility for higher education. This model outlines the kinds...

On the basis of the proliferation of international branch campuses, the paper analyses globalisation processes in higher education and the emergence of a transnational and global higher education m...

Cultural exchange is privileged in many higher education programs across the globe. The Australian government’s New Colombo Plan refers to a ‘Third Wave’ of globalisation which foregrounds global interrelatedness through developing student capabilities to live, work and contribute to global communities and aims to make the global an ‘everyday’ experience for students. Mobility programs are promoted as the main strategy for fostering global perspectives, contradicting the idea of the global as an everyday experience. This paper unpacks constructs of global citizenship that underpin Australia’s recent international and global engagement policies, and implications for the ‘global’ wave in ‘local’ parochial contexts.

Drawing insights from scholarship in social sciences and education and the author's reflective research accounts, this paper aims to illustrate how a critical cosmopolitan framework can provide an alternative way of looking at educational phenomena. More specifically, the goal is to explore the why, where, who, and how of Critical Cosmopolitan Educational Research.

In this paper, we argue that the power structure that lies within the UK elite universities dictates a division of labour through which the inflows of overseas academics into the UK academic labour markets are skewed towards these elite academic institutions where they are employed primarily in research-only posts. These posts, are less valued and are difficult to fill by UK academics. This explains the over-concentration non-UK academics within these posts and suggests that it is not a coincidence, but a result of a division of labour in which they are ‘used’ as a replacement labour.

In Japan in recent years, there has been much discussion of the need for global human resources alongside criticism of Japanese youth as having an ‘inward-looking’ (uchimuki) orientation. Drawing out the contradictions apparent in a youth apparently reluctant to leave Japan and companies, universitiesand government seemingly desperate to nurture and attract global talent, this paper frames the uchimuki discourse as a cover for an insular Japan and its failure to attract and foster ‘global human resources’.As such, the two discourses shed a great deal of light on Japan's complex relationship with globalisation.

How are elite schools caught up in the changing processes of globalisation? Is globalisation a new phenomenon for them? This paper focuses on the globalising practices that selected elite schools adopt. It also explores how globalisation is impacting on the social purposes of elite schools, which conventionally have been to serve privileged social groups. It seeks to begin a conversation about whether such schools are involved in securing advantage for social grouping that exists beyond the nation state on the global stage. It draws from a multisited global ethnography of elite schools in globalising circumstances.

This paper offers a method for examining elite schools in a global setting by appropriating Theodor Adorno's constellational approach. I contend that arranging ideas and themes in a non-deterministic fashion can illuminate the social reality of elite schools. Drawing on my own fieldwork at an elite school in Argentina, I suggest that local and global determinants in the school's past contribute to its current, and relatively recent, elite status. Moreover, all of these factors can be arranged to elucidate the school in a history of global capitalism that coincides with Argentine nationalism, British ‘informal’ imperialism and Presbyterian educationalism.

Constructions of femininity and attendant notions of feminism are being produced in different ways in different places around the world. This is a complicated global process that cannot be reduced to analyses that take place in nation states. This paper seeks to respond to and enhance Angela McRobbie's compelling argument about understandings of contemporary girlhood, primarily in the UK context, by drawing into the fold Aihwa Ong's powerful thinking around theories of transnationality. Rather than repeating arguments about constructions of femininity that are invariably articulated within national confines, the discussion demonstrates the transnational nature of these subjective constructions by referring to recent ethnographic research undertaken in two elite schools in England and India, and focusing particularly on in-depth interviews and focus groups conducted with some of the young women who attend these schools.

This paper is about a qualitative research concerning a group of expatriates' (TEFL/TESOL English language teachers) experiences in Hong Kong. Data related to their life, attitudes and cultural dispositions are discussed under four different states, namely, Adaptation, Drifting in Global Comfort, Drifting in Global Discomfort and Bitter/Sweet Home. Together, these contribute to their mobility pattern – the Global Drift. The study discusses their global experiences and situations relating to the interplay of personal choice on the one hand and changing global and local processes and conditions on the other. It is argued that this is a self-perpetuating group sustained and reproduced by a Global Quality including distinct cultural dispositions, concepts of home and the reproduction of third-culture-kids, who are tailor-made for twenty-first-century mobile work. Finally, the research is situated in the study of cosmopolitanism, particularly in the identification of cosmopolitans and their dispositions. Alter...

Universities are increasingly urged to take new responsibilities as agents of internationalisation as the globalisation of higher education intensifies the competition for international students and leads to transformation of national and European policy landscapes. Drawing on the case study of two leading universities in Denmark, this paper analyses how they navigate between ‘being internationalised’ and ‘doing internationalisation’ in this context and adjust their practices for attracting international students. It concludes by assessing factors that influence the universities’ ability to act as agents of internationalisation and draws attention to the implications that these carry for understanding international student mobility in general.

This paper engages in a series of critical self-reflections on the author's involvement in the spate of career guidance reviews that have taken place since the year 2000, and which were commissioned by such supra-national entities as the Organisation for Economic Co-operation and Development (OECD) and various agencies and directorates of the European Commission. The author argues that this series of overlapping comparative studies – involving 55 countries in all – constitutes a powerful discursive field that has helped to frame career guidance in particular ways, and that it has led to opportunities for policy lending and policy borrowing on an unprecedented scale. The author examines the dynamics of such policy learning, identifying some of its potential motives as well as key mechanisms by which transfers take place through ‘push’ and ‘pull’ forces. He then goes on to raise a series of questions regarding the viability of deterritorialised policy exchange, noting that social practices such as career gu...

The Global 30 Project, a new Japanese Government initiative that aims to upgrade a number of existing universities to form a select hub of elite universities for receiving and educating international students, has come in for considerable criticism. Using the dual concepts of kokusaika (internationalisation) and gurōbaruka (globalisation), this paper highlights the contradictory goals in a policy that combines a nationalistic ‘closing in’ with a cosmopolitan ‘opening up’. The problems apparent in Japan's most recent attempt to reform higher education are argued to be the latest manifestation of a historical push and pull that can be traced back to the sakoku (closed-country) policy of isolation operated during the Edo period.

One of the themes of the recent sociology of higher education has been the globalisation of knowledge and the professional transfer of scientists and researchers. In this paper we show how these transfers of people and knowledge are disproportionately characteristic of: (a) some institutions; and (b) some cost centres. We argue that universities form part of an international labour market for high skilled workers in prestige institutions. However, globalisation also has a second face in relation to labour markets in higher education. This refers to the deployment of overseas junior staff in areas unsupplied by the British system.

This paper employs new regionalism theory and regulatory regionalism theory in its analysis and theorisation of the Bolivarian Alliance for the Peoples of Our America (ALBA) as a counter‐hegemonic Latin American and Caribbean (LAC) regionalism. As (initially) the regionalisation of Venezuela's Bolivarian Revolution, ALBA is centred around the idea of a twenty‐first century socialism that replaces the ‘competitive advantage’ with the ‘cooperative advantage’. ALBA, as a set of multi‐dimensional inter‐ and trans‐national processes, operates within and across a range of sectors and scales whilst the structural transformations are driven by the interplay of state and non‐state actors. The Venezuelan government's Higher Education For All (HEFA) policy, which is being regionalised within an emergent ALBA education space, assumes a key role in the direct democratic and participatory democratic processes upon which a bottom‐up construction of counter‐hegemony depends. HEFA challenges the globalised neoliberal high...

A recurrent theme in the literature on transnational mobility – and particularly that pertaining to the young and/or highly skilled – is the individualised nature of such movement, as people move to take advantage of opportunities in an increasingly interdependent world. Drawing on research with 85 young adults who had moved overseas for their higher education, or were seriously contemplating doing so, this paper subjects this claim to critical scrutiny. Indeed, it suggests that while internationally mobile students are clearly only a subset of the broader category of transnational migrants, they nevertheless demonstrate important ways in which mobility is often socially‐embedded, grounded within networks of both family and friends. It then points to the socially reproductive nature of such ties, and discusses their implications for the development of ‘mobility capital’.

This paper explores the consequences of these discourses for the ways that international students are identified and positioned within school communities. My argument is developed in four sections. The first describes my ongoing exploration into the impact of international student programmes in Australia. The second exemplifies my argument: exploring the day‐to‐day experiences of vice principals in two Victorian government state secondary schools as they market their schools, and examining the systemic and ontological discourses played out within those conversations. The third interrogates discourses of identity and difference, neo‐liberalism and naive cosmopolitanism which I find shape teacher conversations about international student programmes. In the final section, I argue that the impact of the discourse formations implicit in teacher talk about international student programmes has been the objectification of international students and their ambivalent inclusion within the school community.

Industry school partnerships have emerged recently in Australia as a policy solution for the management of problems associated with integration into the global economy. This paper draws on governmentality theory to examine a transnational partnership, the Gateways to the Aerospace Industry Project, which has been mobilised to manage transition risk for young people in the state education system of Queensland, Australia. It argues that globalisation emerges as an effect of knowledge producing practices and programmes that seek to reconfigure the governmental spaces and subjectivities in and around schools and communities.