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Keynote speakers

Professor Fazal Rizvi, University of Melbourne

Fazal Rizvi is a Professor of Global Studies in Education at the University of Melbourne Australia, as we well as an Emeritus Professor at the University of Illinois at Urbana-Champaign in the United States. He has written extensively on issues of identity and culture in transnational contexts, globalization and education policy and Australia-Asia relations. A collection of his essays is published in: Encountering Education in the Global: Selected Writings of Fazal Rizvi (Routledge 2014). His most recent books include a co-authored volume, Class Choreographies: Elite Schools and Globalization (Palgrave 2017) and a co-edited volume, Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (Bloomsbury 2019). Professor Rizvi is a Fellow of the Australian Academy of the Social Sciences and a past Editor of the journal, Discourse: Studies in Cultural Politics of Education, and a past President of the Australian Association of Research in Education.


Transnational Circulation of Educational Ideas: Its diverse forms and uneven consequences

The idea that educational ideas have always circulated across national boundaries has never been contested. What is contentious however are the ways in which shifting conditions of geopolitics affects the processes of circulation, in a space constituted by various asymmetries of power.  So, for example, colonial processes deeply shaped the ways in which ideas about education were taken from the imperial center to its colonial peripheries. During the postcolonial era, the notions of development assistance defined the manner in which educational ideas were taken to the newly independent countries. International organizations such as the World Bank used the prescriptions of structural adjustment to play a major role in stipulating educational reforms that developing countries needed to pursue. Over the past two decades, new more subtle forms of transnational circulation of educational ideas have emerged, influenced deeply by the changing world order and international relations, rapid advances in information and communication technologies, new possibilities of data collection and utilization, and complex information networks. Local systems of education have participated in the processes of circulation in a range of different ways. In this paper, I will discuss how this has affected educational systems – their priorities, modes of governance and their conceptions of the future -in ways that are uneven and unequal..



Professor Fazal Rizvi PhD FASSA
Melbourne Graduate School of Education
The University of Melbourne
Level 7, 100 Leicester Street Carlton VIC 3010 Australia
T: 61 3 90358095 M: 0400 726806
New Book: Encountering Education in the Global (Routledge 2014)

Professor Kirsti Klette, University of Oslo

Prof .Dr Kirsti Klette has been a full Professor of Classroom Studies / Curriculum and Instruction at the University of Oslo since 2002.  Professor Klette is the Director of the Research group Studies of Instruction across Subjects and Competences (SISCO) at the Faculty of Educational Sciences, she is the leader of the TeachingLearningVideoLab Oslo, and she is the newly appointed Director of the Nordic Centre of Excellence in Education Quality in Nordic Teaching (QUINT) with a special responsibility for video documentation / comparative classroom studies, see

Her areas of research is teaching and learning in classrooms/ video documentation of classroom learning/ how to measure instructional quality, and teacher education. Klette has received major grants for national and comparative studies in these areas of research, including a recently national and Nordic funding focusing on “Linking Instruction and Student Achievement” (LISA study), see

She was also the principal investigator of a large comparative cross-national study analysing teacher training programs in five Finland, Norway; California, Chile and Cuba – the Coherence and Assignments in Teacher Education – CATE study, see


Beyond Fragmentation: Towards a common language in researching Nordic classrooms

More than forty years ago, Dan Lortie famously lamented a lack of a common language with which to describe teaching together with fragmentation as key obstacles for improving teaching and schooling.

In this talk, Dr. Klette will explore the use video research design and observation protocols as tools to develop common language and professional vision around teaching and to improve instruction, drawing on Nordic classroom data.

Professor Risto Rinne, University of Turku

Risto Rinne is professor of education, vice-dean (research) in the faculty of education and head in the department of education as well as in the Centre for Research on Lifelong Learning and Education (CELE) at the University of Turku. He is also the director of The Finnish Multidisciplinary Doctoral Training Network on Educational Sciences (FinEd) and a member of the Finnish Academy of Science and Letters. Rinne has published over 500 scientific publications. His main interests include sociology of education, international comparative education, educational policy and history of education as well as the field of transmission the educational knowledge base in Europe and globally.

Recent publications include eg. Shifting discourses of equality and equity of basic education: an analysis of national policy documents in China (2018) Nordic Journal of Studies in Educational Policy , 4(3), 168-179; Changing expertise and the state (Politics of Quality in Education: Routledge 2018, 91-114); Cultural Capital, Equality and Diversifying Education. (2017) In K. Kantasalmi & G. Holm (Eds.) The State, Schooling, and Identity: Diversifying education in Europe. London: Palgrave Macmillan, 149-172.; The paradox of educational race – How to win the ranking game by sailing to headwind (Journal of Education Policy, 2013), National policy brokering and the construction of the European education space in England, Sweden, Finland and Scotland (Comparative Education, 2011), Changing spatial and social relations in education in Europe (Routledge, 2011), Education Politics and Contingency: Belief, status and trust behind the Finnish PISA miracle (Sense Publisher, 2011), Das Bildungsminimum. Konzeptionelle Varianten und Realitätskonstruktionen – Deutschland und Finnland im Vergleich (Bildung und Erziehung, 2009), Abdication of the Education State or Just Shifting Responsibilities? (Scandinavian Journal of Educational Research, 2002), Changing the tide of education policy in Finland: From Nordic to EU educational policy model (Routledge, 2009), The growing supranational impacts of the OECD and the EU on national educational policies (Policy Futures in Education, 2008).


The Future of Glocal Education Politics

Globalisation seems to be one-way high-way in the future of education politics. Globalization has been described as resulting in the rescaling of politics and policy (Lingard and Rawolle, 2010). It is walking hand in hand with further complicated rise of a new mode of governance at a distance through data, indicators and numbers. It rests on the provision and translation of information about subjects, objects and processes and brings new limits and possibilities for agents (cf. Hansen & Flyverbom, 2014). New techniques and evaluation data are producing and reshuffling the positions of the nation-states and local spaces. The term “glocal” unites the concepts of global and local and underlines the situation, where the position of the nation-state as the driver of the education politics is questioned. The new architecture of governance relies on the ever faster production, mobility and circulation of data (Ball, 2016; Clarke, 2012). The expanding practices of evaluation produce knowledge about education, which may also allow the nation-state to extend its capacity to govern across territory and into the classroom through standardization, commensuration, transparency and comparison. In addition to the intended aims this is having also severe unintended cosequences to the education policies and behavior of educational agents. Simultaneously, states are increasingly incorporated into the global accountability regime that helps the “national eye” to govern with the “global eye” (Nóvoa & Yariv-Mashal, 2003). In this talk I analyze the future trends of glocalization of education politics in comparison with the history of Nordic educational politics.