Chris Arthur is a teacher in the Toronto District School Board, Canada. His research interests include philosophy and sociology of education, political economy, ethics, and critical policy analysis. Dr. Arthur’s work appears in a number of education journals and his book, Financial Literacy Education: Neoliberalism, the Consumer and the Citizen (2012), is published by Sense Publishers.

Stephen J. Ball is Distinguished Service Professor of Sociology of Education at the University College London, Institute of Education, UK. He was elected Fellow of the British Academy in 2006; and is also Fellow of the Academy of Social Sciences and Society of Educational Studies, and a Laureate of Kappa Delta Phi; he has honorary doctorates from the Universities of Turku (Finland), and Leicester. He is co‐founder and Managing Editor of the Journal of Education Policy. His main areas of interest are in sociologically informed education policy analysis and the relationships between education, education policy, and social class. He has written 20 books and had published over 140 journal articles. Recent books: Edu.Net (Routledge, 2017) and Foucault as Educator (Springer, 2017).

Larry Bencze is an Associate Professor in Science Education at the Ontario Institute for Studies in Education, University of Toronto, Canada, where he teaches in the graduate studies program. In addition to his PhD from the Universityof Toronto, 1995 and BEd from Queen’s University in 1977 in education, he holds a BSc from Queen’s University in 1974 and an MSc Queen’s University in 1977 in biology. Prior to his work as a professor, he worked as a teacher of science in elementary and secondary schools and as a science education consultant in Ontario, Canada. His teaching and research emphasize the history, philosophy, and sociology of science and technology, along with student‐led research‐informed and negotiated socio‐political actions to address personal, social, and environmental harms associated with fields of science and technology. He has recently edited (or co‐edited) two books about activism and is co‐editor of the open‐source, non‐refereed, journal on activism at: goo.gl/cvO2TA.

Xavier Bonal is Professor of Sociology at the Universitat Autònoma de Barcelona, Spain, and Special Professor of Education and International Development at the University of Amsterdam, the Netherlands. He is the director of the research group, Globalisation, Education and Social Policies (GEPS) at the Universitat Autònoma de Barcelona, and Coordinator of the GLOBED Project, an Erasmus Mundus Master on Education Policies for Global Development. He has been member of the EU Network of Experts in Social Sciences and Education (NESSE) and is member of the Editorial Board of several international journals of education policies and educational development. Professor Bonal has published widely in national and international journals and is the author of several books on the sociology of education, education policy and globalization, education and development. He has worked as a consultant for international organizations, such as UNESCO, UNICEF, the European Commission, and the Council of Europe. Between 2006 and 2010, he was Deputy Ombudsman for Children’s Rights at the Office of the Catalan Ombudsman.

Lyn Carter is a science educator at the Australian Catholic University in Melbourne, Australia, where she also teaches in the higher degrees programs.The overall aim of her research seeks new articulations of science education valuing cultural diversity, ecological sustainability, and social justice in a globalized world. More specifically, she specializes in science educational policy and curriculum studies, with a particular emphasis on the effects and consequences of globalization and neoliberalism as it reshapes science education for the twenty‐first century. All of these areas are reflected in the titles of her manuscripts published extensively in prominent international science education journals including JRST, RISE, Science Education and CSSE as well as many book chapters.

Steven J. Courtney is a Lecturer in Management and Leadership in the Manchester Institute of Education, University of Manchester, UK. His work critically explores school leaders’ identities and agency in the context of regimes of power, and how these interplay with education policy. Dr Courtney was awarded the AERA Division A 2016 Outstanding Dissertation Award, the BELMAS Thesis Award 2016, and the BERA Doctoral Thesis Award 2016 for his doctoral research, which focused on the relationship between the structural reform of education and school leaders’ identity construction and practice.

Noah De Lissovoy is Associate Professor of Cultural Studies in Education at the University of Texas at Austin, USA. His research centers on emancipatory approaches to education policy, curriculum, and cultural studies, with a special focus on the intersecting effects of race, class, and capital. He is the author of Power, Crisis, and Education for Liberation (Palgrave), Education and Emancipation in the Neoliberal Era (Palgrave), and co‐author (with Alexander Means and Kenneth Saltman) of Toward a New Common School Movement (Paradigm). His work has appeared in many journals, including Harvard Educational Review, Curriculum Inquiry, Critical Sociology, Discourse, and Educational Philosophy and Theory.

Clara Fontdevila holds a degree in Sociology from the Universitat Autònoma de Barcelona and is currently a PhD candidate in the Department of Sociology of the same university, with a thesis research project on the settlement of the post‐2015 global education agenda through network analysis. She has collaborated with Education International on different investigations, including a research project on the role of the World Bank in the global promotion of teacher reforms, and a study on the political economy of education privatization. Previously, she also participated in the 2012 evaluation report of the Global and Regional Civil Society Education Funds (CSEF), supported by the Global Partnership of Education. Her areas of interest are private‐sector engagement in education policy, education and international development, and the global governance of education.

Mark J. Garrison holds both a BA and an MA in Sociology and a PhD in the Social Foundations of Education, with a concentration in the Sociology of Education. Since 1995, he has worked in various higher education institutions, serving in a variety of research, administrative, and faculty roles. He is currently Professor of Education Policy & Research in the Educational Leadership Doctoral Program at D’Youville College, Buffalo, New York. Mark is a recognized education policy analyst and public intellectual focusing on the political, sociological, and philosophical significance of education policy. His scholarship has won him national acclaim, including the 2011 American Education Studies Association Critic’s Choice Award and the 2010 CHOICE Outstanding Academic Title for his book, A Measure of Failure: The Political Origins of Standardized Testing (SUNY Press, 2009).

Henry A. Giroux currently holds the McMaster University Chair for Scholarship in the Public Interest in the English and Cultural Studies Department and a Distinguished Visiting Professorship at Ryerson University,Toronto, Canada. His most recent books are America’s Education Deficit and the War on Youth (Monthly Review Press, 2013) and Neoliberalism’s War on Higher Education (Haymarket Press, 2014).

Helen M. Gunter is Professor of Educational Policy and Sarah Fielden Professor of Education in the Manchester Institute of Education, University of Manchester, UK, and is a Fellow of the Academy of Social Sciences. She co‐edits the Journal of Educational Administration and History. Her work focuses on the politics of education policy and knowledge production in the field of school leadership. Her most recent books are: An Intellectual History of School Leadership Practice and Research (Bloomsbury, 2016) and with Colin Mills, Consultants and Consultancy: The Case of Education (Springer, 2017).

David Hall is Professor of Education at the Manchester Institute of Education, University of Manchester, UK. His research has focused upon education professionals and their experiences of and responses to large‐scale reforms intended to transform their practices. This research has been funded by organizations including the UK Economic and Social Research Council, the Department for Education and the EU, and his work has been published in a range of international journals and books. David is the Founding Head of the Manchester Institute of Education.

Sarah Hayes has taught across Sociology, Education and Computing at Aston University and University of Worcester, UK. Sarah is interested in ways that the role of humans and their academic labor are frequently diminished within educational policy language. Through her teaching and research, Sarah is exploring forms of resistance, via creative approaches toward restoring the presence of human bodies and emotion. Sarah recently became a Principal Fellow of the Higher Education Academy, co‐edited a Special Issue of Knowledge Cultures, was commissioned by the UK Quality Assurance Agency to write a literature review on MOOCs and Quality, achieved a SEDA/Jisc Institutional Change Leader Award for student partnership, and has published articles through European Political Science, Open Review of Educational Research, Libri, and Springer.

David Hursh is Professor in the Warner Graduate School of Education at the University of Rochester, USA. His primary area of research and political activism focuses on neoliberalism, the politics of high‐stakes testing and the corporate reform movement. A second area of research is environmental health and sustainability. His research has resulted in numerous publications and presentations across the globe, including six books and one hundred journal articles and book chapters. His two most recent single‐authored books are The End of Public Schools: The Corporate Reform Agenda to Privatize Education (2016) and High‐Stakes Testing and the Decline of Teaching and Learning: The Real Crisis in Education (2008). He is associate editor for the Americas for the Journal of Education Policy and editor of the section on current issues and debates for the journal Policy Futures in Education.

Marcea Ingersoll is an Assistant Professor in the School of Education at St. Thomas University, New Brunswick, Canada. She has been a teacher and learner alongside colleagues, students, and pre‐service teachers in Canada, Malaysia, and Morocco. Emerging from her experiences as an international teacher and a teacher‐educator, her scholarly work explores pedagogical practices and identity around the globe.

Petar Jandrić is an educator, researcher, and activist. He is Professor and Director of BSc (Informatics) program at the Zagreb University of Applied Sciences, and Visiting Associate Professor at the University of Zagreb, Croatia. Petar has worked at the Croatian Academic and Research Network, the University of Edinburgh, Glasgow School of Art, and the University of East London. He has published three books, several dozens of scholarly articles and chapters, and numerous popular articles. Petar’s books have been published in Croatian, English, Ukrainian, Spanish, and Serbian. He regularly participates in national and international educational projects and policy initiatives. His background is in physics, education, and information science, and his research interests are situated at the post‐disciplinary intersections between technologies, pedagogies. and society.

Alice Jowett is the Education Policy Manager at The ONE Campaign. Prior to joining ONE, Alice worked as an International Visiting Scholar at the University of Redlands, California. Alice holds a PhD in Global Development and Education from the University of Leeds, UK. Her practical and scholarly work over the past decade has focused particularly on lifelong learning and agency, with an emphasis on South and South‐East Asia.

Sangeeta Kamat is Professor of International Education at the University of Massachusetts at Amherst, USA. Her work focuses on globalization, education, and inequality. She is currently working on a book on “Globalization, Higher Education and Uneven Development,” based on research in the Andhra and Telangana region. She is also working on issues of inclusion, equity, and excellence in higher education in collaboration with Pune University and on “Right to Education, Right to the City.” Dr. Kamat received her PhD in Comparative and International Education from the University of Pittsburgh.

Steven J. Klees is Professor of International Education Policy at the University of Maryland, USA. He completed his PhD at Stanford University and has taught at Cornell University, Stanford University, Florida State University, and the Federal University of Rio Grande do Norte in Brazil. He was a Fulbright Scholar on two occasions at the Federal University of Bahia in Brazil. Professor Klees’ work examines the political economy of education and development with specific research interests in globalization, neoliberalism, and education; the role of aid agencies; education, human rights, and social justice; the education of disadvantaged populations; the role of class, gender, and race in reproducing and challenging educational and social inequality; and alternative approaches to education and development. He is the co‐editor of the book, The World Bank and Education: Critiques and Alternatives (Sense, 2012). He is the former president of the Comparative and International Education Society.

Ravi Kumar teaches at the Department of Sociology, South Asian University, Delhi, India. His works include Neoliberalism, Critical Pedagogy and Education (ed. Routledge, 2016); Contemporary Readings in Marxism: A Critical Introduction (ed. Aakar Books, 2016); Education, State and Market: Anatomy of Neoliberal Impact (ed. Aakar Books, 2014); Social Movements: Transformative Shifts and Turning Points (co‐ed. Routledge, 2014); Education and the Reproduction of Capital: Neoliberal Knowledge and Counterstrategies (ed. Palgrave Macmillan, 2012); Global Neoliberalism and Education and its Consequences (co‐ed. Routledge, 2009). He co‐edits the book series on Social Movements, Dissent and Transformative Action (Routledge); Conversations on/for South Asia (Aakar Books); and Sociology/Anthropology Across Borders (Primus Books). His area of research includes the political economy of identity politics, social movements, the neoliberal impact on education and processes, and the politics of knowledge production. He is an Associate Editor of the journal, Society and Culture in South Asia.

Ralph Levinson is Reader in Education at University College London, Institute of Education, UK. As well as supervising doctoral students, he teaches on Masters courses and has many years experience teaching pre‐service practitioners. Before working in higher education, he taught for 12 years in state schools in London. His research interests include socio‐political education, chemistry education, and creativity in science teaching. He is a Principal Investigator in two European Union projects dealing with politically contentious issues in science education.

Ruth McGinity is a Lecturer in Educational Leadership and Policy at the Manchester Institute of Education, UK. Her main research interest is the relationship between localized policy enactment and national and international educational reform processes. She uses socially critical theories in order to illuminate ways in which power works in and between such relationships and the associated inequities that emerge as a result of social, political, and economic relations.

Alexander J. Means is an Assistant Professor in the Department of Educational Foundations, University of Hawai’i at Manoa. His research examines educational policy and governance in relation to political economy and social change. He is the author of Learning to Save the Future: Rethinking Education and Work in the Era of Digital Capitalism (Routledge, 2018), Schooling in the Age of Austerity: Urban Education and the Struggle for Democratic Life (Palgrave, 2013), and Toward a New Common School Movement (with Noah De Lissovoy and Kenneth Saltman, Routledge, 2015).

Francine Menashy is an Assistant Professor in the Department of Leadership in Education at the University of Massachusetts Boston, USA. Her research focuses on international aid to education, global education policy, and non‐state engagement in educational funding and policy‐making. Francine’s projects have been funded by such sources as the Open Society Foundation, the Social Sciences and Humanities Research Council of Canada, and Education International. She was selected as a 2013 National Academy of Education/Spencer Foundation Postdoctoral Fellow and received the 2015 George Z. Bereday Award from the Comparative and International Education Society. Francine holds a PhD from the Ontario Institute for Studies in Education of the University of Toronto.

Mauro Moschetti is an Associate Professor and PhD candidate in the Department of Systematic and Social Pedagogy of the Universitat Autònoma de Barcelona, Spain. He has been an assistant researcher and Professor in the Department of Administration of the Universidad de San Andrés and at the School of Government of the Universidad Torcuato Di Tella, Buenos Aires, Argentina. He has worked in R&D&I projects for the Ministry of Science, Technology and Productive Innovation in Argentina, and has collaborated with Education International, UNESCO, and the Foundation for European Progressive Studies (FEPS). His main areas of interest are education policy analysis, education privatization policies, school choice, and segregation.

Antonio Olmedo is Reader in Education Policy Sociology at the University of Bristol and Honorary Reader at UCL Institute of Education, UK. His research rests within the fields of education policy analysis and the sociology of education, with a specific focus on the role of the private sector in education; neoliberal policies and the creation of quasi‐markets; and global networks, international organizations, policy advocacy, philanthropy and edu‐businesses. He has recently completed a research project funded by the British Academy, entitled “Philanthropy, Business and Education: Market‐Based Solutions to Educational Problems in Developing Countries.” He is currently developing a research project on philanthrocapitalism and the role of edu‐businesses in global education policy funded by Education International.

Chantal Pouliot is Full Professor of Science Education at Laval University in Quebec (Canada). Her research focuses on the teaching and learning of sociotechnical controversies and the documentation of ongoing environmental controversies. Her latest book is entitled: Quand les citoyen.ne.s soulèvent la poussière [When citizen raise dust] (Carte blanche).

Susan Lee Robertson is Professor of Sociology of Education at the University of Cambridge, UK. Prior to this, Susan has held academic posts in New Zealand and Australia. Susan has published widely on transformations of the state, education, and teachers’ work in the context of changing world orders. Her recent books include Global Regionalisms and Higher Education, and Public Private Partnerships in Education. Susan is also the founding editor of the journal, Globalisation, Societies and Education.

Kenneth J. Saltman is Professor of Educational Leadership and Policy Studies at the University of Massachusetts, Dartmouth, USA. His research examines the political economy and cultural politics of public school privatization. He is the author and editor of numerous books on educational policy and politics, including Capitalizing on Disaster: Taking and Breaking Public Schools; The Gift of Education: Public Education and Venture Philanthropy; The Edison Schools; Education as Enforcement: The Militarization and Corporatization of Schools; The Failure of Corporate School Reform; The Politics of Education: A Critical Introduction; and Toward a New Common School Movement (with Noah De Lissovoy and Alexander J. Means).

Eugenie A. Samier is a Reader in the School of Education at the University of Strathclyde in Glasgow. Her research concentrates on administrative philosophy and theory, interdisciplinary foundations of administration, theories and models of educational leadership, and comparative educational administration. She has been a visitor to Humboldt University of Berlin, the University of Tartu, Estonia, and Oxford Brookes University and has been a guest lecturer at universities in the USA, Germany, Estonia, Russia, Norway, Lithuania, Finland, Bahrain, Qatar, and the UAE. Her publications are on organizational culture and values, the New Public Management, ethics, the role of history and biography in educational administration, the role of humanities, aesthetics and literary analysis, Weberian foundations of administrative theory, comparative administration and Islamic educational administration and leadership in a number of international book collections and many leading journals in the field. She is the editor of seven book collections with Routledge on ethics, aesthetics, politics, emotions, trust and betrayal, ideologies, and maladministration in educational administration, and the author of Secrecy and Tradecraft in Educational Administration (Routledge, 2014). She also worked as a management consultant to the public sector for a number of years on a broad variety of projects, including legislation development, organizational reviews, board development, and government department restructuring and redesign.

Gardner Seawright is a doctoral candidate in the Education, Culture, and Society Department at the University of Utah, USA. where he studies the way that normative power structures are articulated within the everyday lives of students and teachers. Deploying critical, colonial, gender and race theory as a point of departure, Gardner engages the relationality and phenomenology of social hierarchies to illustrate how hierarchies unfold within quotidian, often overlooked, aspects of teaching and learning.

Graham B. Slater is Marriner S. Eccles Fellow in Political Economy at the University of Utah, USA. His research has appeared in the Journal of Education Policy, Educational Studies, Policy Futures in Education, and The Review of Education, Pedagogy, and Cultural Studies. He recently co‐edited Educational Commons in Theory and Practice: Global Pedagogy and Politics (Palgrave Macmillan).

John Smyth is Visiting Professor of Education and Social Justice, University of Huddersfield, UK. He is Emeritus Research Professor of Education, Federation University Australia, Emeritus Professor, Flinders University, author/editor of 35 books, a former Senior Fulbright Research Scholar, the recipient of several awards from the American Educational Research Association, and an elected Fellow of the Academy for Social Science in Australia. He is series editor for the Palgrave Critical University Studies. Among his most recent books are Critical Educational Research: A Conversation with the Research of John Smyth (with Down, McInerney & Hatttam, Peter Lang, 2014); The Socially Just School: Making Space for Youth to Speak Back (with Down & McInerney, Springer, 2014); Becoming Educated: Young People’s Narratives of Disadvantage, Class, Place and Identity (with McInerney, Peter Lang, 2014); Living on the Edge: Rethinking Poverty, Class and Schooling (with Wrigley, Peter Lang, 2013). Current books in press include: The Toxic University: Zombie Leadership, Academic Rockstars, and Neoliberal Ideology (Palgrave Macmillan); (with Simmons, Palgrave Macmillan) Education and Working Class Youth: Untangling the Politics of Inclusion; (with Down & Robinson, Springer) Rethinking School to Work Transitions: Young People Have Something to Say. His research interests include policy sociology, policy ethnography, social justice, social class, and the sociology of education.

Tore Bernt Sørensen is doctoral researcher at the Graduate School of Education, University of Bristol, United Kingdom. His project concerns the mechanisms, outcomes, and contexts in the global educational policy field, focusing on the political construction of the OECD Teaching and Learning International Survey (TALIS). Tore graduated as a teacher in Aarhus, Denmark, in 2000. In 2001–2004 he taught young migrants and refugees, and 2004–2009 he worked with professional development for school teachers at University College UCC in Copenhagen and contributed to R&D projects on language‐across‐the‐curriculum and intercultural education. Tore completed a MA in Educational Sociology at the Danish School of Education, Aarhus University. His MA dissertation, “The bias of markets: A comparative study of the market form and identity politics in English and Danish compulsory education” was published in 2011. Before starting as doctoral researcher in Bristol in 2013, Tore worked in the Analysis and Studies Unit of the European Commission's Directorate‐General for Education and Culture in Brussels, Belgium.

Carol Anne Spreen is a Professor of International Education at New York University, USA, and the Centre for Education Rights and Transformation at the University of Johannesburg in South Africa. Her scholarship and policy work focus on issues of school quality and education reform. For the last 20 years she has worked on issues of poverty, inequality, and human rights in education both domestically and internationally, and equity‐based reforms in the US, Southern Africa, Latin America, and the Caribbean. Her current research focuses on teachers’ lives and work, the impact of privatization and standardized testing on public education. Dr. Spreen received her PhD in Comparative and International Education from Teachers College, Columbia University.

Shelina Thawer is a PhD candidate at the Institute of Education, University College London. Her thesis is on “The Role of Business in Higher Education Policy in India.” Her academic interests include global education policy and forms of its mobilization; the participation of business in policy formulation and higher education provision and delivery in lower‐ and middle income countries; and concerns of equity and access to higher education by vulnerable communities in the emerging economies.

Jurjo Torres‐Santomé is Full Professor of Curriculum, Instruction and School Organization, Chair of the Department of Pedagogy, Curriculum and Instruction at the University of A Coruña, Spain, and Coordinator of the Research in Educational Innovation Group, at the same university. He is author of books such as El curriculum oculto (1991); Globalización e interdisciplinariedad: el curriculum integrado (1994); Un currículo optimista frente a la desmemoria y el fatalismo (2001); Educación en tiempos de Neoliberalismo (2001); La desmotivación del profesorado (2006); La justicia curricular (2011); Políticas educativas y construcción de personalidades neoliberales y neocolonialistas (2017, in press), and Globalisms and Power (co‐editor with João M. Paraskeva, 2012).

Salim Vally is an Associate Professor at the Faculty of Education, University of Johannesburg, South Africa, and Director of the Centre for Education Rights and Transformation and a Visiting Professor at the Nelson Mandela University, South Africa.

Antoni Verger is Associate Professor at the Department of Sociology of the Universitat Autònoma de Barcelona, Spain. A former post‐doctoral fellow at the Amsterdam Institute for Social Science Research (University of Amsterdam), Dr. Verger’s research analyses the relationship between global governance institutions and education policy. He has specialized in the study of public‐private partnerships, quasi‐market mechanisms and accountability policies in education, and has published extensively on these themes. Currently, he is coordinating the research project REFORMED – Reforming Schools Globally: A Multiscalar Analysis of Autonomy and Accountability Policies in the Education Sector (ERC StG, 2016–2021).

Matthew Weinstein coordinates the Secondary Science Education Program at the University of Washington‐Tacoma. He is the author of Robot World: Education, Popular Culture, Science and more recently (with Dr. Nidaa Makki) of Bodies Out of Control: Rethinking Science Texts. His work draws on anthropology, cultural studies and political economy to analyze science education in and out of schools as forms of contested public culture. His recent work has analyzed the politics of human subjects, the nationalist discourse of the anthrax attacks of 2001, and the framing of disease and illness in school textbooks. His current research explores the history and culture of the street medics movement.

Ben Williamson is Lecturer in the Faculty of Social Sciences at the University of Stirling, UK, where he focuses on digital technologies and data systems in the governance of education. This work has involved researching the use of digital “big data” analytics and visualization from policy‐making to pedagogic practice, tracing the development of new “psycho‐informatic” techniques of mood‐monitoring to support “social‐emotional learning,” and examining how brain‐based technologies inspired by neuroscience are designed as cognitive enhancement techniques for use in educational settings. He has also researched how education is being reimagined by Silicon Valley tech‐entrepreneurs and venture philanthropists and in the future visions of “smart cities.” Recent research articles have appeared in Journal of Education Policy, Big Data and Society, and Information, Communication and Society, and he is the author of Big Data in Education: The Digital Future of Learning, Policy and Practice.

Zeena Zakharia is Assistant Professor of International and Comparative Education at the University of Massachusetts Boston. Her publications examine the interplay of language, conflict, and peacebuilding in education. These interests stem from over two decades of educational research and leadership in war‐affected contexts, most recently in relation to the Syrian crisis. She was a Tueni Fellow at the Carr Center for Human Rights Policy at Harvard’s John F. Kennedy School of Government and the Middle Eastern Studies Postdoctoral Fellow at Teachers College, Columbia University.

Majd Zouda is a PhD candidate in Science Education at the Ontario Institute for Studies in Education, University of Toronto, Canada. Her doctoral dissertation focuses on STEM programs in secondary schools in Ontario, Canada. Majd holds a BSc in Microbiology and an MSc in Medical Microbiology. Prior to pursuing a PhD degree, she worked as a high‐school science teacher and the head of junior science department in an international school in Damascus, Syria. Recently, she has received the SSHRC doctoral fellowship (Social Sciences and Humanities Research Council), and the Ontario Graduate Scholarship (OGS) awards for her doctoral research. Majd has been actively involved in publications on socioscientific issues, STEM education, and student activism.