TY - CHAP
T1 - Shifting the discourse on neo-institutional theory in comparative and international education
AU - Wiseman, Alexander W.
AU - Chase-Mayoral, Audree
PY - 2013
Y1 - 2013
N2 - Neo-institutional theory has provided a productive perspective on comparative and international education phenomena since the 1970s. Yet, recent critical discourse about educational phenomena investigated through a neo-institutional lens has been somewhat one-sided. The authors reexamine neo-institutional theory and its application to comparative and international education by demonstrating the ways that the theory frames both macro- and micro-level educational phenomena. The ability to shift the discourse about neo-institutional theory from a largely macro-level framework to one capable of investigating educational changes occurring at the micro level is vital to understanding the comprehensiveness of national educational systems and the ways that both world culture and individual agency contribute to these systems. Specifically, using the empirical application of neo-institutional theory to the intersection of information and communication technology (ICT) and internationally comparative educational data, the macro and micro levels of educational phenomena can be productively examined. In so doing, this chapter shifts the discourse on how and why neo-institutional theory reflects cross-national educational trends and micro-contextual effects on education worldwide.
AB - Neo-institutional theory has provided a productive perspective on comparative and international education phenomena since the 1970s. Yet, recent critical discourse about educational phenomena investigated through a neo-institutional lens has been somewhat one-sided. The authors reexamine neo-institutional theory and its application to comparative and international education by demonstrating the ways that the theory frames both macro- and micro-level educational phenomena. The ability to shift the discourse about neo-institutional theory from a largely macro-level framework to one capable of investigating educational changes occurring at the micro level is vital to understanding the comprehensiveness of national educational systems and the ways that both world culture and individual agency contribute to these systems. Specifically, using the empirical application of neo-institutional theory to the intersection of information and communication technology (ICT) and internationally comparative educational data, the macro and micro levels of educational phenomena can be productively examined. In so doing, this chapter shifts the discourse on how and why neo-institutional theory reflects cross-national educational trends and micro-contextual effects on education worldwide.
KW - Comparative and international education
KW - Information and communication technology (ICT)
KW - Mass education
KW - Neo-institutional theory
KW - Theoretical discourse
UR - http://www.scopus.com/inward/record.url?scp=84886710284&partnerID=8YFLogxK
U2 - 10.1108/S1479-3679(2013)0000020014
DO - 10.1108/S1479-3679(2013)0000020014
M3 - Chapter
AN - SCOPUS:84886710284
SN - 9781781906941
T3 - International Perspectives on Education and Society
SP - 99
EP - 126
BT - Annual Review of Comparative and International Education 2013
A2 - Wiseman, Alexander
A2 - Anderson, Emily
ER -