Institutional contestations and educational equity: incorporation of the marginalized in National Education Policies Worldwide, 1960–2019
Abstract
Abstract The notion that everyone deserves education and that governments need to strive for this ideal has been legitimized and expanded worldwide over the past few decades, as a central part of the successful establishment of a liberal world order. However, the recent resurgence of global illiberalism poses a threat to liberal ideas of equity and diversity, potentially impeding progress toward a more inclusive education system. Against this backdrop, I investigate the extent to which countries around the world introduced policies to incorporate historically disadvantaged populations into education between 1960 and 2019 and what sociocultural factors are associated with the adoption of education policies for the marginalized. Using event count analyses and a novel longitudinal dataset on global education reforms, I show that countries are more likely to adopt education policies for the marginalized when liberalism is globally prevalent, while they are less likely to do so when illiberalism is globally prominent. I also find that countries’ linkages to international liberal or illiberal institutions, including through organized transnational networks, as well as domestic sociopolitical environments, relate to the adoption of education policies for the marginalized. These results help illuminate how countries exist in a world filled with opposing cultural models and through which mechanisms their approaches to educational equity are shaped by such global forces. While focused on education for the marginalized, these findings offer insights into understanding inequality in a changing world context of growing illiberalism.
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Record history
| When | Event | Field | Old | New |
|---|---|---|---|---|
| 2026-06-18 19:37:53.011249+00:00 | identifier_assigned | DSEID | DSEID-000-6542878 |