In October 2008, a group of international scholars met at Hohentuebingen Castle, in Tuebingen, Germany, to discuss issues of international governance in education. At that time, governance as an analytical concept was just beginning to be more widely discussed in German educational science. These discussions were primarily in the context of new forms of organizational steering and with regards to a changing embeddedness of national education systems attributed to processes of globalization and fiscal austerity. In addition, a large interdisciplinary research project located at the University of Bremen, TranState, was already exerting considerable international influence with a decidedly comparative perspective on those areas of German educational science. However, in this early phase, the debate on international governance in education was limited and focused heavily on emerging theories of governance, among colleagues at the University of Tuebingen, both at the Institute of Education as well as in other parts of the faculty. To me, Frank-Olaf Radtke was the key person who had first drawn my attention to educational governance, and I was especially grateful for having had the opportunity to continue our previous exchanges in the context of the Tuebingen meeting.
Karin Amos, S. (2010), "Preface", Karin Amos, S. (Ed.) International Educational Governance (International Perspectives on Education and Society, Vol. 12), Emerald Group Publishing Limited, Bingley, pp. xi-xvii. https://doi.org/10.1108/S1479-3679(2010)0000012001
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