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This article documents the methodological thinking that underpined a sociological study of "Teach for Bangladesh" ("TFB"), a globally mobile yet locally embedded education policy situated in a developing world context. In order to reassess education policy vis-à-vis spatialities-power, relationships-resources, culture-change and imaginations-flows of globalization, this methodological thinking has to be both flexible and innovative. Analysis (topological) has demanded a combination of global ethnography and network ethnography, the former allowing global forces to be understood as spatially and culturally imbricated within intersecting policy worlds ([g]local cases), and the latter mapping and analysing spaces (networks and relations) and places (cultural negotiations) that characterize power within such imbrications. Data were collected both online and on site, resulting in both empirical advantages and practical challenges. As a sociological attempt to study policy mobilities in education in a Southeast Asian context, this study offers an innovative methodology and a befitting set of analytical vocabulary.

This article illustrates how the British Council Bangladesh (BCB) made use of panel discussions and commissioned research as policy vehicles to persuade the government of Bangladesh of the value of social enterprises for public service delivery, including in education. Drawing upon Appadurai's notion of 'imagined worlds' in relation to influential global processes of educational policy governance, we view support for social enterprises as an instance of the cultural formulation of policy that the BCB sought to enact/steer through a policy network. The social entrepreneurial future of policy and governance was 'imagined' by the network, even as this was negotiated and contested. Panel discussion and commissioned research served as key policy vehicles in modulating discourses and logics demonstrating social enterprise as an imperative culture of governance into the future. Comparison with various 'successful' reference societies/markets also helped frame social enterprises as fostering opportunities for youth and women.

This review essay brings Megan E. Tompkins-Stange's 2016 book "Policy Patrons: Philanthropy, Education Reform, and the Politics of Influence" into conversation with contemporary scholarship on philanthropic engagement in education policy. Rino Wiseman Adhikary writes in this review "Policy Patrons" presents an in-depth sociological account of how old and new philanthropic foundations in the US have been significantly shaping agendas and pursuing reforms in and through education policy, both at the federal and the state levels. While the roots of philanthropic involvement in education policy through donations, grantee management, and grassroots community engagement can be traced historically back to the post-World War II period, Tompkins-Stange reveals that the way these philanthropic actors now establish and instrumentalize their 'philanthropic foundations' to influence (education) policy has significant impact in the US context. Adhikary, describes this book as eloquently straight forward in language and analysis, and describes "Policy Patrons" as having provided a significant analysis of completely anonymized interview data, from which the theoretical framing, chapter titles, thematic headings and subheadings have emerged. Adhikary concludes the essay by saying the book offers original, productive, and significant contributions to the field of sociology. [This article reviews Megan E. Tompkins-Stange's "Policy Patrons: Philanthropy, Education Reform, and the Politics of Influence" (ED568742).]

This paper provides a critical policy analysis and network ethnography of "Teach for Bangladesh" ("TfB"). We demonstrate that TfB is a localised version of a global teacher education policy--"Teach for All/America" ("TfAll/A"). Santos, Boaventura De Sousa [2002. "The Processes of Globalisation." Translated by Sheena Caldmell. Eurozine: Revista Crítica de Ciências Sociais and Eurozine, August, 1-48] has written about the ways some national policies travel globally. He calls these 'globalised localisms'. When they touch down and are taken up in another national context, he calls this a 'localised globalism'. We see "TfB" as a 'localised globalism'. This paper is focused on documenting and analysing the policy network that has enabled a globalised localism, "TfAll/A," to be taken up as a localised globalism in Bangladesh through "TfB." We see this as the emergence of network governance in a developing world primary schooling context. The analysis shows how pivotal to "TfB" is the boundary spanning networking of its founder, who connects the global to the local, the private to the public, and the provision of social services to philanthropy.

In this paper, we examine how "Teach for Bangladesh" ("TfB") has utilised Facebook since 2012 in its effort to extend its policy influence and message to young Bangladeshi graduates and local population. We reveal this as an example of how Facebook has become a powerful new platform for "policy mediatisation." This is also a developing world-example of a [global] policy rewritten [locally] as audio-video bytes. Our analyses reveal three ways in which "TfB" sought to influence these graduates, but also the local government and public, via Facebook. First, it created opportunities for recurrent reading, hearing and seeing the policy in practice as animated by 'stars', 'spectacles', 'glamour' and 'statistics', all of which regularise a sense of heroic bodily feeling-as-"vernacularisation." Secondly, it sought to inform and reshape the "social imaginary" and associated problem imagination of the graduates and locals to whom this message was directed. And thirdly, it involved what might be described as a 'post-truth' way of engagement via the excessive use of emotional stimulus, manifesting an understanding of the affective aspect of policy. We have used a combination of "social network analysis," "content analysis" and "videological analysis" in establishing our argument.

Some literature on World Bank education policies after 1999 tries to project a shift away of the Bank from its 1980s neoliberal mandate. This article argues that the shift is only in the form of rhetoric, which facilitates a hidden agenda of creating a worldwide higher education market, leaving the poor with primary education only. At the rhetorical level there is a greater concern for poverty and equity, showing the importance of primary education for the poor, but at an operational level the policies still are conducive to a market-driven approach to higher education.

In this paper, we examine how Teach for Bangladesh (TfB) has utilised Facebook since 2012 in its effort to extend its policy influence and message to young Bangladeshi graduates and local population. We reveal this as an example of how Facebook has become a powerful new platform for policy mediatisation. This is also a developing world-example of a [global] policy rewritten [locally] as audio-video bytes. Our analyses reveal three ways in which TfB sought to influence these graduates, but also the local government and public, via Facebook. First, it created opportunities for recurrent reading, hearing and seeing the policy in practice as animated by ‘stars’, ‘spectacles’, ‘glamour’ and ‘statistics’, all of which regularise a sense of heroic bodily feeling-as-vernacularisation. Secondly, it sought to inform and reshape the social imaginary and associated problem imagination of the graduates and locals to whom this message was directed. And thirdly, it involved what might be described as a ‘post-truth’ way of engagement via the excessive use of emotional stimulus, manifesting an understanding of the affective aspect of policy. We have used a combination of social network analysis, content analysis and videological analysis in establishing our argument. [ABSTRACT FROM AUTHOR]