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While methodologies are often presented as standardised procedures which, under specified conditions, should lead to the same conclusions, this case study presents the complex and deeply personal process of research (Addey and Piattoeva 2022). We analyse our application of network ethnography – an approach presented by Ball (2016) – to the study of contractors developing international large-scale assessments, exploring how we, as scholars, become with our methodology and navigate the 'messiness' of research (Law 2004). Drawing on Science and Technology Studies (STS) to understand the constitutive role of methodology and performativity of knowledge-making (Law and Singleton 2013, Rimpiläinen 2015), we show how methodological decisions construct what is studied and ourselves. Finally, we discuss challenges of visual representation, applying Galloway's (2011) 'conversion rules' to examine what was unrepresented – or unrepresentable. This paper shows the complex, subjective, and provisional nature of knowledge, theorising 'heterogeneity and variation' (Law 2004) as an inherent part of methodological application. [ABSTRACT FROM AUTHOR]

Drawing upon a long-term study of venture philanthropy and public schools in Australia, this paper focuses on Teach For Australia (TFA) as a major component of a venture philanthropic network, one that builds critical infrastructures and connections between non-government organisations and the state, creating a product pipeline into public schools. Utilising interviews with staff from Teach For Australia and venture philanthropic organisations, comprehensive and rigorous financial data, reviews, reports and website data, the analysis aims to identify the major philanthropic funders, individual actors and private foundations that leverage Teach For Australia, illustrating how this network develops for-profit pathways into public schools. In pushing a deficit framing of public schools, these networks incur privatisation effects, including flows of money, resources and key decision-making. They compromise the democratic principles upon which public schools are ideally based, in that the most disadvantaged public schools are opened up to 'entrepreneurial' and risk-taking corporate behaviour to test out teachers, products and services. By examining streams of revenue, partnerships and networks, we show how the purportedly non-profit Teach For Australia develops for-profit opportunities and business partnerships nested in corporate philanthropy, resulting in a privatisation effect on public schools. [ABSTRACT FROM AUTHOR]

While management and network scholars have long asked why some groups adapt to innovation more readily than others, such questions have been surprisingly absent in studies of new media production. We offer a network analytical framework which relates producers' informal networks to their capacity to adopt digital innovations. Through a network ethnography of 4264 romance writers, we find that established authors who reversed traditional advice patterns, by seeking advice from inexperienced newcomers rather than experienced peers, were more likely to adopt digital self-publishing. By linking the concept of relational labor to network structures, we demonstrate the value of "networking down" in a digitally disrupted cultural industry—a surprising finding in a business where networking up, to powerful actors, has seemed critical for success. We argue that strategic relational labor by established content creators facilitates adaptation to digital conditions and provides some measure of protection against precarity in a changing landscape. [ABSTRACT FROM AUTHOR]

This paper presents findings from a year-long network ethnography into the strategies, networks, and outcomes of More Than a Score (MTAS)—a campaign against standardised testing in UK primary schools. Focusing specifically on the parent-based groups of the organisation, we use theorisations of symbolic capital to challenge traditional understandings of how capital can be leveraged for group advancement. We argue that MTAS frames itself as a grassroots organisation, using this image to promote its agenda amongst possible allies. Parent groups serve a critical role in accentuating the 'grassroots' image, as they bring a level of credibility to this claim. At the same time, the individuals who run these groups also bring technical skills, professional experiences, and connections that provide logistical and expert capital to the range of MTAS's strategies and agendas. In doing so, their political and social capital as 'parents' provide a sort of legitimising capital to MTAS. [ABSTRACT FROM AUTHOR]

Teach for Australia was announced by the Australian Government in 2008, at a corporate dinner sponsored by Swiss multinational investment bank UBS, hosting New York Schools Chancellor Joel Klein. Conceptualising Teach for Australia as a polycentric policy network anchored in venture philanthropy, this paper examines how networks mobilise major government reform, drawing upon both market and state. As an organisation founded, staffed and registered by a major global consultancy firm (Boston Consultancy Group), the paper critiques and questions representation, divisibility and immutability. By drawing upon network ethnography, following people and policy, the paper traces the beginnings of Teach for Australia through inaugural founders, focusing upon co-affiliations. Mapping a heterarchical and polycentric network of non-state and state actors, it highlights indivisible flows of people, money and policy. Thus, this paper seeks to indicate how policy networks embedded in venture philanthropy mobilise policy, whilst being reliant upon formal bureaucracies. This is governance with government. Teach for Australia highlights the nexus between private and public, and fuses together critical connections between market and state, bolstering a major venture philanthropic network that chiefly impacts public schools. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose: There is limited scholarship on artificial intelligence (AI) in higher education governance, despite the growing prevalence of AI-powered technologies in many fields, including education. However, as the technology is still nascent and has yet to reach its full potential, ideas and arguments abound, championing or cautioning against the use of these technologies. Design/Approach/Methods: To fill this gap in research on policy networks and AI in British higher education, this article employs network ethnography and discourse analysis to study how ideas about AI-powered technologies in higher education circulate in policy networks in the United Kingdom. Findings: The findings evidence a policy network showing signs of a heterarchy permeated by neoliberal rationales and populated by policy actors actively promoting artificial intelligence technologies to be used in education. Originality/Value: This paper builds on existing research by looking at the university and not-for-profit sectors, in addition to the governmental and educational technology sectors. Using network ethnography, this article expands our understanding of the policy actors involved and critically analyzes ideas regarding the use of AI in education. [ABSTRACT FROM AUTHOR]

Purpose: Drawing on a study of international schools in Shanghai, this study explores how external experiences and curricula are mobilized as policy tools to inspire local educational innovations and how these experiences are enacted differently by schools. Design/Approach/Methods: Based on a review of policy documents and interviews with school principals, senior management stakeholders, and teachers, this study identifies and compares the typologies of international schools in policy design and practice. Then, by deploying the network ethnography method following three key nodes, this study offers some explanations for the gaps between policy design and enactments. Findings: This study demonstrates the complex relations, interests, and struggles involved in constructing and shaping the meanings of international curricula within local education. The findings show the autonomy of policy networks and the difficulties of 'steering' them in a clear-cut way. Originality/Value: This study is one of the earliest attempts, if not the first, to experiment with the method of network ethnography in the context of China. These findings offer a nuanced account of the complex relations and ad hocery involved in policy learning. [ABSTRACT FROM AUTHOR]

Purpose: This paper adds to the understandings of how face-to-face meetings contribute to the network governance and global mobility of United Nations (UN) policy programs on environmental and sustainability education (ESE). Design/Approach/Methods: Data from interviews with 13 international ESE policy leaders were transcribed, coded, and analyzed for key themes related to the research purpose. Findings: The findings indicate that meetings provide an arena for collaboration and influence on UN ESE policy programs, as well as facilitating the impact of the policy programs on UN member country policy. In addition, attending meetings enables the production of network relations that bind ESE policy communities together across distant locations. They are also a venue for the networking labor involved in forging new relationships and facilitating the social learning that supports global policy mobility. Originality/Value: This pilot study enriches understanding of face-to-face meetings as a key vector of policy mobility and a significant factor in the overall network governance of UN organizations and their policy programs. We hope the study contributes to the fields of critical policy studies and ESE, as well as to informing policy actors on how important their participation in meetings can be for the network governance and mobility of UN policy programs. [ABSTRACT FROM AUTHOR]

Purpose: New philanthropy develops new forms of policy "problem-solving" through the influx of private actors' money and ideas. It adopts singular configurations across different policy spaces, with implications for education governance. We address this phenomenon by analyzing the Varkey Foundation's (VF) "landing" and "expansion" in Latin America. VF is a global philanthropic organization registered in the United Kingdom in 2011 with a main hub in Argentina, where it landed in 2017. Design/Approach/Methods: We use network ethnography to examine the influence of new philanthropy on education governance as this phenomenon demands new methods to grasp the "realities" of governing beyond conventional ways and understanding policy mobilities. Findings: Results indicate how VF "landed" in a little pro-market space via productive uses of policy networks. The second phase of data collection and analysis presents further consolidation of VF in Argentina, its expansion into Latin America, and its establishment as a legitimate education policy actor. Originality/Value: This study provides new evidence and insights into how policy networks enable new philanthropy to land and consolidate within national boundaries and, later, across the region as a legitimate actor in education. [ABSTRACT FROM AUTHOR]

This paper aims to map and understand tactics and practices of resistance to standardised testing in England by focusing on the More Than a Score (MTAS) campaign. More specifically, this paper examines the role of professional organisations affiliated to the MTAS campaign in the production and mobilisation of expert knowledge as a tool for resistance. In particular, by examining their transactions and exchanges, we identify three main tactics of resistance: i) a diffused policy approach, ii) expert reports, and iii) a deep understanding of network boundaries. The development and use of these tactics allowed MTAS to move beyond traditional forms of resistance, towards more complex and granular modes of refusal and contestation. We conclude with a discussion about how this work can extend our understanding of resistance and the tensions and compromise that multi-stakeholder resistance involve. [ABSTRACT FROM AUTHOR]

The paper studies the emergence of venture philanthropy in public schools in Australia, focusing on policy networks and policy mobility. It seeks to analyse how policy is mobilised and leveraged via networks, focusing on the initiative of a national education charity with deductible gift recipient status, and a national research education institute. By drawing on network ethnography, and following people, things, and money, the paper studies the restructuring of traditional government and its relationship to, and with, policy networks. Policy networks, as shown in this paper, are highly diverse in shape and form, consisting of powerful human actors, but also influential non-human actors that take on lateral scope including government reports, policy documents, and parliamentary legislation. The restructuring of the state apparatus is not a hollowing out of the state, but rather the state performs a central node within a policy network, challenging the notion that non-state actors supersede the role of the state. Policy networks represent highly valuable commodities and tend to be characterised by their reproductive values. These networks are tangibly reshaping the way money and commodities are circulated, offering a transactional currency and commodity within a marketplace, and reaching into public schools. [ABSTRACT FROM AUTHOR]

Copyright of Revista Práxis Educativa is the property of Revista Praxis Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on literacy policy educational reform in Australia, this article explores the role of new media, policy labor and what small data analysis can reveal about parents and carers as networked policy actors. Using qualitative critical network (QCN) analysis, legacy and social media data, this article provides a snapshot of how policy actors interact online to labor for education reform. This article shows that parent and carer advocacy is central to the success of the universal synthetic phonics (USP) social media campaign in Australia. It also shows that analysis of the new media networks that connect policy actors should be a core part of understanding policy dynamics in the 21st century. [ABSTRACT FROM AUTHOR]

Neoliberalism is a pervasive phenomenon. A fundamental neoliberal concept allows for the selection of the best and most suitable option available for a specific course of action in any aspect of society. Not unexpectedly, the educational field, including physical education (PE), has been influenced by neoliberal ideas. A key element of neoliberalism in PE is the selection of workers external to the school system, as a suitable option to improve the educational experience. The involvement of external workers increases the diversity of stakeholders in the school system, who, with their actions and decisions, have the potential to influence the content and status of PE in schools. The purpose of this study was to understand the external provision infrastructure supporting PE in an Irish primary school. Specifically, we used network ethnography to understand the structure and the impact of external provision on school PE. Participants included two primary school teachers, the school PE coordinator and one PE external provider. Data analysis resulted in two themes. The first theme refers to the structure of the external provider system, and the second to the dynamics of the network between the main stakeholders. Taken together, a well-established external provision network in the school is revealed but the structure of the network, as designed, is not supporting PE as intended by the Irish educational system. [ABSTRACT FROM AUTHOR]

Led by an Australian team who witnessed the proliferation of local and global private companies, foundations and semi-government services seeking to 'partner' with schools, this special issue seeks to unpack global patterns in the 'outsourcing' of curricula. More specifically, using the 'problems' of obesity and mental health, the project aims to understand: the rationales and experiences of schools and teachers with external providers; factors that influence the appeal and opportunities for external providers; the nature, extent and effects of networks that exist between external providers and other agencies; and the intellectual authorities that external providers use to frame their products and services. Theoretically, we draw on the concepts of neoliberalisation, networks and governance, and Bernstein's message systems, the latter providing a framework to understand how curricula are shaped by agents and agencies whose remits lie outside the traditional education message systems. [ABSTRACT FROM AUTHOR]

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 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. [ABSTRACT FROM AUTHOR]

The progressively global, neoliberal, privatised, and digital education environment poses new methodological challenges for educational researchers, prompting a need to innovate. It has been suggested, however, that better commentary and reflection on methodological innovation in education is required. This paper considers the benefits and challenges associated with the use of network ethnography, one methodological approach that has emerged to address new social complexities. We explain the rationale for, and process of, this methodology through reference to an illustrative case: a network ethnography of the outsourcing of Health and Physical Education (HPE) curricular work to external providers. In doing this we map and critique three interrelated activities (i.e. Internet searches, interviews, and network diagram construction) that constituted our network ethnography. The discussion turns to how network ethnography allowed us to access new knowledge about the outsourcing of HPE curricular work to external providers by, for example, facilitating us in asking different questions, and foregrounding various stakeholders, networks and relationships that we may not have discovered had we relied on other approaches. This illustrative case demonstrates the capacity of network ethnography to generate rich data and offers a provocation for educational researchers to consider expanding their methodological repertoire. [ABSTRACT FROM AUTHOR]

Highlights • Use of Network Ethnography to capture the work of policy networks in practice. • Analysis of a policy network over time, describing its creation and changes. • Focus on individuals, rather than institutions, to study policy networks. • New philanthropy and governments are working closely, often in unaccountable spaces. • A public-private advocacy coalition influenced the policy-making of the Brazilian curriculum. Abstract In this paper we focus on one specific case to explore how networks of governance and concomitant processes of "heterarchization " operate in practice in education. We analyse the relationship between the Brazilian Federal Government and an advocacy coalition for national learning standards, named Mobilization for the National Learning Standards (MNLS). We employ network ethnography, with social network graphs, interviews and fieldwork, to establish how the MNLS has been configured as a space of collaboration between new philanthropy and the state, and as a policymaking space in its own right. We explore how this space and the network of relations that constitute it can be seen as one example of the heterarchical state in practice, illustrating how, within such a heterarchy, new policy spaces are created, developed and reconfigured over time. We also aim to demonstrate how the method of network ethnography can facilitate the analysis of such policy spaces and networks. [ABSTRACT FROM AUTHOR]

The focus of this paper is on Sporting Schools, a $100 million policy initiative intended to increase children’s sport participation in Australia. Our account seeks to proffer a critical analysis of this federal policy, and the way it functions as part of the new heterarchical or networked form of sports governance in Australia. Using a network ethnography methodology, we analyse Sporting Schools from the perspective of National Sporting Organisations (NSOs), who have the key responsibility for enacting this policy. Using their perceptions, we reflect on their role as policy ‘boundary spanners’ and outline the complexities they face in creating ‘win-win’ scenarios so that schools, students, government and NSOs themselves all benefit from the Sporting Schools initiative. We argue that NSOs have to balance benefits and disbenefits and face tension between their desire for tight quality control of their school-based sports programmes and the need to have a cost-effective funding model for maximum exposure to schools and students. In conclusion, we reflect on the unintended consequences of enacting the policy in its current form, including issues of teaching and coaching expertise, the potential displacement of the educative value of PE in favour of school sport, and the opening of this public policy space to commercial providers on a for-profit basis. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Copyright of Acta Paedagogica Vilnensia is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As markets become increasingly complex it is more and more important that we understand their underlying market networks. While much research has been conducted into the inter-relationships and impacts between the firm and the network, less attention has been paid to the study of the whole network itself. Understanding the origins, structures, and potential futures of whole market networks is vital to the understanding of whole markets. This is particularly the case in light of the multiplicity of societal and institutional conditions attached to an increasingly globalized economy. The insertion of technology into incumbent markets such as finance or healthcare causes market and network evolutions that firms must understand if they are to navigate them safely. Traditional business research methods are, however, often locked to the firm perspective through case study approaches, or quantitative network analyses. Despite some recent methods that take a more situated, biographical approach, a bird's eye view of the whole network remains elusive. Anthropological methods offer assistance - both in making sense of the evolution of the network within the market context and in understanding the intricacies of such networks. Unfortunately, the concept of network analysis remains disconnected across disciplines apart from some exceptions such as Berthod, Grothe-Hammer and Sydow's (2016) combining of social network analysis with ethnographic research methods to produce 'Network Ethnographies'. We build on that approach, combining market network research methods with ethnographic research methods, illustrated through case examples from our research in the connected health domain. We illustrate ethnography's potential for in-depth capture of network detail, showing how ethnographic methods can be used to understand each player's position and function within that system, as well as reflecting the life and culture of the whole network. [ABSTRACT FROM AUTHOR]

A general interest in the study of social practices has been spreading across a diversity of disciplines in organization and management research, relying mostly on rich ethnographic accounts of units or teams. What is often called the practice-turn, however, has not reached research on interorganizational networks. This is mainly due to methodological issues that call, in the end, for a mixed-method approach. This article addresses this issue by proposing a research design that balances well-established social network analysis with a set of techniques of organizational ethnography that fit with the specifics of interorganizational networks. In what we call network ethnography, qualitative and quantitative data are collected and analyzed in a parallel fashion. Ultimately, the design implies convergence during data interpretation, hereby offering platforms of reflection for each method toward new data collection and analysis. We discuss implications for mixed-method literature, research on interorganizational networks, and organizational ethnography. [ABSTRACT FROM AUTHOR]

• Following policy actor's mundane work, or labour, helps to analyse network governance. • Discursive labour frames policy problems and assembles new philanthropy's legitimacy. • Relational labour coordinates network connections, efforts and resources. • Institutional labour formalises ideas and relationships into policies and reforms. • New philanthropy continued pre-pandemic agendas and deepened engagement in governance. New philanthropy has had a growing participation in public education management around the world, which continued during and since the COVID-19 pandemic. Using the method of network ethnography and the strategy of following policy, this paper examines new philanthropy's mundane activities with an analytical heuristic to explore new philanthropy's discursive, relational, and institutional labour. Through the case of Lemann Foundation's work in Brazil between 2020 – 2021, it illustrates how new philanthropy labours to frame policy problems, construct legitimacy, coordinate network efforts and resources and institutionalise ideas and relationships into policies, and how its work continued pre-pandemic forms of labour and agendas, with gradual adjustments to deepen the participation in network governance. [ABSTRACT FROM AUTHOR]

This paper provides a critical policy analysis ofThe Learning Curve (TLC)(2012), an initiative developed by the multinational edu-business, Pearson, in conjunction with the Economist Intelligence Unit.TLCexemplifies the commercialising of comparison and the efforts of edu-businesses to strategically position themselves in education policy processes globally. In analysingTLC, our account seeks to proffer a critical analysis of this emerging policy genre, and the way it functions as part of the new ‘soft capitalism’. We analyseTLCin relation to Pearson’s new business strategy, which emphasises corporate social responsibility and accountability to consumers for the efficacy of its products and services. We argue that Pearson is now generating and appropriating various data to legitimise its products and services according to a ‘neo-social’ mode of accountability. Network ethnography is employed to document the global networks of both people and data associated withTLCand we reflect on the emergence of Pearson as a potential education policy actor. [ABSTRACT FROM PUBLISHER]

This paper makes the argument that new global spatialities and new governance structures in education have important implications for how we think about education policy and do education policy analysis. This context necessitates that researchers engage in new methodologies to ensure that there is a suitable link between their research problem and the methods utilised for its investigation. To this end, I suggest that network ethnography can be conceived as a ‘threshold’ methodology; a new way of looking at social relations in changing times with attendant methodological benefits and shortcomings.Here I constitute the network ethnographer ascyberflâneur, who, like the nineteenth-centuryflâneuris lured by and attentive to the ‘new’, where they embrace the convergence of space and new technologies to become a well-positioned observer of contemporary policy processes. In focusing on thecyberflâneur,this paper aims to provoke debate amongst policy sociology researchers about how we can reflect on and modify our practice to ensure we are contributing to meaningful research in the twenty-first century. [ABSTRACT FROM PUBLISHER]

• This study examines the modes and drivers of the network governance of two UN organisations • Findings suggest that two UN organizations engage in forms of 'inter-network governance' • Modes include through joint reports, meetings, and non-state actor intermediaries • Drivers include siloing in government ministries, institutionalization, and SDG mainstreaming • The study suggests positive outcomes of network governance for climate change education policy This paper examines the hows and whys of the global inter-network governance of two United Nations intergovernmental organizations with a policy focus on climate change education. Study data include web-audits, social media analyses, and interviews with policy actors involved in the network governance of these policy programs. The research suggests how each organization is functioning via UN-specific forms of semi-structured network governance, in which non-state actors have increasingly played key roles, but alongside the continued influences of state actors and the hierarchical structures of the intergovernmental organizations. We also found that the two organizations under study are engaged in forms of 'inter-network governance,' including via joint reports, meeting collaboration, and intermediary policy actors. The drivers of this inter-network governance are also discussed, including historical siloing of education and environment in different national ministries, macro and micro forms of institutionalization of the collaboration between the two organizations, and the greater mainstreaming enabled by the prominence of the United Nations Sustainable Development Goals. The study suggests the positive outcomes of the network and inter-network governance at play in the UN organizations, and how that has been key to the global development and mobilities of climate change in education policy. The study has implications for international organizational theory, network governance studies, and understanding the global governance of climate change in education policy. [ABSTRACT FROM AUTHOR]

• Primary education in Bangladesh is under strong social entrepreneurial influence emanating from three policy networks. • These policy networks unfurl from powerful imaginations that are also performative. • These imaginations themselves constitute a major part of the actual/professional work necessary for policy persuasion. • They also involve socially organised practices of various sorts comprising governable worlds of policy. • They constitute cultural flows of capitals that help situate policy worlds locally. Drawing upon research in Bangladesh, we highlight the role of "imagination" in the way policy networks pursued social entrepreneurial reforms within primary education and NGO sectors. Applying a cultural globalisation lens to network ethnography as method, we found such pre-emptive "imaginations" to be performative insofar as key network actors mentally constructed locally governable worlds of policy as a part of their day-to-day work. These actors worked in and after their imaginations by mentally scripting policy problems and reform solutions in terms of imagined governable communities, reform aspirations, and dedicated discourses. Exemplifying and institutionalising reforms even partially, these actors mentally navigated webs of actions, practices, logics, relationships, resources, and other actors. Analysing interview data and documents we investigated three policy networks. [ABSTRACT FROM AUTHOR]

The debate on the potential of the internet to transform democratic practice appears to have settled around a balanced, empirically driven consensus that sees the internet as a political sphere of influence. This article acknowledges this and drawing upon a network ethnography approach provides empirical evidence demonstrating how this online sphere was used to influence the recent Manchester Congestion Charge referendum in the UK. It illustrates the online sphere as a locally contested political space where ‘politics as usual’ appears to prevail. Nonetheless, it also provides evidence of civic activists ably using the online network to get their voices heard and argues that prospects for this online sphere enhancing local democracy are in fact contingent upon the agency of these activists and local policy makers.

• This paper examines a newly formed evidence broker in Australia (AERO). • AERO's stated objective is to set the 'national agenda' in educational research. • It draws upon Ball et al.'s network ethnography to follow people, policy, and money. • The paper explores how the evidence broker was mobilised via policy networks. • As a network, it has significantly shaped national policy about philanthropy. This paper draws on Ball et al.'s (2017) network ethnography, to investigate policy mobility and the assemblage of inanimate objects in educational research, in the form of an 'evidence broker'. It focuses on a national education research institute funded by the Australian Government, named the Australian Education Research Organisation (AERO). Positioned as essentially bipartisan and apolitical, AERO was incorporated in 2021 to accelerate the use of research evidence and set a 'national agenda'. As modelled on the UK's Education Endowment Foundation and the What Works Centre, it establishes important legislative precedents to collaborate with venture philanthropy. The policy network fundamentally reshapes the ecosystem including functionality of capital and power, translating things and ideas into policies that retain material affects. [ABSTRACT FROM AUTHOR]

The debate on the potential of the internet to transform democratic practice appears to have settled around a balanced, empirically driven consensus that sees the internet as a political sphere of influence. This article acknowledges this and drawing upon a network ethnography approach provides empirical evidence demonstrating how this online sphere was used to influence the recent Manchester Congestion Charge referendum in the UK. It illustrates the online sphere as a locally contested political space where "politics as usual" appears to prevail. Nonetheless, it also provides evidence of civic activists ably using the online network to get their voices heard and argues that prospects for this online sphere enhancing local democracy are in fact contingent upon the agency of these activists and local policy makers. [ABSTRACT FROM AUTHOR]

Contemporary information and communication technologies (ICTs) have given rise to networked communities useful in organizing, coordinating, supporting and maintaining 'real life' activism. This article examines the campus living wage movement among college students in the United States to identify a networked activist community, its key components and the consequences for its members. A refinement of Howard's network ethnography approach serves as a mixed methods design strategy. A network analysis of hyperlinks revealed the structure of the network, while member interviews were used to discuss the importance of such connections. The findings revealed the importance of ICTs in maintaining a movement through the creation of an unintentional networked community in times of both mobilization and latency. Notably, the resultant network has allowed the campus living wage movement to overcome previous limitations inherit in student protest, and sustained the campus struggle through several student generations. [ABSTRACT FROM AUTHOR]

Social scientists are increasingly interested in innovative organizational forms made possible with new media, known as epistemic communities, knowledge networks, or communities of practice, depending on the discipline. Some organizational forms can be difficult to study qualitatively because human, social, cultural, or symbolic capital is transmitted over significant distances with technologies that do not carry the full range of human expression that an ethnographer or participant observer hopes to experience. Whereas qualitative methods render rich description of human interaction, they can be unwieldy for studying complex formal and informal organizations that operate over great distances and through new media. Whereas social network analysis renders an overarching sketch of interaction, it will fail to capture detail on incommensurate yet meaningful relationships. Using social network analysis to justify case selection for ethnography, I propose 'network ethnography' as a synergistic research design for the study of the organizational forms built around new media. Social scientists are increasingly interested in innovative organizational forms made possible with new media, known as epistemic communities, knowledge networks, or communities of practice, depending on the discipline. Some organizational forms can be difficult to study qualitatively because human, social, cultural, or symbolic capital is transmitted over significant distances with technologies that do not carry the full range of human expression that an ethnographer or participant observer hopes to experience. Whereas qualitative methods render rich description of human interaction, they can be unwieldy for studying complex formal and informal organizations that operate over great distances and through new media. Whereas social network analysis renders an overarching sketch of interaction, it will fail to capture detail on incommensurate yet meaningful relationships. Using social network... [ABSTRACT FROM AUTHOR]