Educational policy transfer in an era of globalization: Theory - history - comparison: By Jeremy Rappleye. Peter Lang, Frankfurt am Main, 2012, 502 pp. Comparative Studies Series vol. 23. ISBN 978-3-631-60566-0 (hbk), ISBN 978-3-653-01477-8 (e-book)

Int Rev Educ (2014) 60:149152

DOI 10.1007/s11159-013-9392-y

BOOK REVIEW

By Jeremy Rappleye. Peter Lang, Frankfurt am Main, 2012, 502 pp. Comparative Studies Series vol. 23. ISBN 978-3-631-60566-0 (hbk), ISBN 978-3-653-01477-8 (e-book)

John Allison

Published online: 21 January 2014 Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2014

Jeremy Rappleyes Educational Policy Transfer in an Era of Globalization: Theory History Comparison provides an interesting and provocative discussion on the topic of educational policy transfer; indeed the word transfer is key to the entire work. His book has many implications for future study. In his introduction, Rappleye speaks to the intricacies of educational transfer and the different methodological structures we erect around academic disciplines. Central to this discussion is the notion that walls erected by social science disciplines have the effect of limiting the study of educational policy transfer rather than enlivening this particular subject. Rappleye aims to break down these walls to look at this subject with more analytical complexity.

In order to accomplish this undertaking, he sets out several goals for his work. The challenge he sees is that of the path-dependencies of research (p. 5). How then to approach the subject from another direction? Rappleye points to the longevity of the effort to come to terms with the idea of transfer. This is, in his mind, the salvation of comparative education. He quotes Robert Cowen (2000) and his listing of unit ideas. These are praxis, space, time, the state, culture/identity, education system and transfer. Cowen states that Transfer is the most important of these elements. Rappleye then progresses to examine the peril that the eld of comparative education faces. He argues that many pressures are pushing comparative education in the direction of being an applied policy eld. Forces at work in the modern world need comparative education to solve the problems of contemporary global education. The focus of the eld has consequently turned towards the small rather than the bigger long-term questions of the past, making comparisons, and ultimately, strengthening theory. This dilemma brings Rappleye to his central research question, What is the nature of educational policy transfer in an era of globalization? (p. 10). Rappleye then proceeds to divide this question up

J. Allison (&)

Schulich School of Education, Nipissing University,...