In this chapter, increasing education civil society organization (CSO) and coalition participation in education and development policy processes is interpreted from the perspective of network governance theories. In 2015 “deadline” year for the Education for All and the Millennium Development Goals, I consider their significance and influences within the decolonizing and reorienting “policyscapes” that govern the region and/or sub-region that is variously known as Oceania and the Pacific. The chapter is based on continuing research begun in 2007 into education policy processes at multiple discursive and geographical levels of activity, with a focus on the Southeast Asia and the Pacific, and Melanesian sub-regions. A critical educational policy approach is taken, specifically drawn from the application of methods of Critical Discourse Analysis based in critical development and postcolonial theories. These analytical strategies are particularly salient in mapping and understanding how education policy actors, some “new,” have moved toward and through inclusive and protective regionalism(s). These had developed prior to and during the past quarter of a century of significant changes to governments, governing and governance in the Pacific, Oceania, and well beyond.
McCormick, A. (2016), "Navigating Education Policies in Oceania: Civil Societies and Network Governance in a Decolonizing Pacific", The Global Educational Policy Environment in the Fourth Industrial Revolution (Public Policy and Governance, Vol. 26), Emerald Group Publishing Limited, Bingley, pp. 151-172. https://doi.org/10.1108/S2053-769720160000026005
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