New philanthropy in education in Portugal: fabricating social inclusion as policy, knowledge and practice

References

• Adhikary, R. W. (2019). Influencing education policy: New philanthropy, network governance and fast-policy. Discourse: Studies in the Cultural Politics of Education, 40(5), 746–756.
   Web of Science ®Google Scholar
• Ball, S. (2012). Global education inc.: New policy networks and the neoliberal imaginary. London: Routledge.
   Google Scholar
• Ball, S., & Junemann, C. (2011). Education policy and philanthropy: The changing landscape of English educational governance. International Journal of Public Administration, 34(10), 646–661.
   Google Scholar
• Ball, S., & Olmedo, A. (2011). Global social capitalism: Using enterprise to solve the problems of the world. Citizenship, Social and Economics Education, 10(2–3), 83–90.
   Google Scholar
• Ball, S. J. (2020). Philanthropy and the changing typology of global education the economization of the moral. NORRAG Special Issue, 4, 20–24.
   Google Scholar
• Barroso, J. (2014). A regulação do ensino superior: Transformações em curso. [Governance of higher education: Ongoing transformations] In A. Pires, A. Vasconcelos, C. Figueiredo, & M. Alves (Eds.), Trabalhar (s)em rede em educação - dinâmicas de cooperação (pp. 27–50). Setúbal: Escola Superior de Educação de Setúbal.
   Google Scholar
• Bastos, C. (2015). Entre mundos: Thomaz de Mello Breyner e a clínica de sífilis do Desterro, Lisboa. [Between worlds: Thomaz de Mello Breyner and the Desterro syphilis clinic.]. In G. Sanglard, L. Ferreira, M. Freire, M. Barreto, & T. Pimenta (Eds.), Filantropos da nação: Sociedade, saúde e assistência no Brasil e em Portugal (pp. 77–94). Rio de Janeiro: Editora FGV.
   Google Scholar
• Biesta, G. (2007). Bridging the gap between educational research and educational practice: The need for critical distance. Educational Research and Evaluation, 13(3), 295–301.
   Google Scholar
• Biesta, G. J. (2015). Good education in an age of measurement: Ethics, politics, democracy. London: Routledge.
   Google Scholar
• Carvalho, L. M. (2007). Acerca do papel do conhecimento nas políticas públicas de educação: inquirindo instâncias e actores de mediação. [About the role of knowledge in education policy: Inquiring mediation agencies and actors]. Revista Contemporânea de Educação, 2(4), 199–213.
   Google Scholar
• Carvalho, L. M., Viseu, S., & Gonçalves, C. (2019). Bridging worlds and spreading light: Intermediary actors and the translation of knowledge for policy in Portugal. In D. Pettersson, & C. Mølstad (Eds.), Numbers and knowledge in education: New practices of comparison, quantification and expertise (pp. 111–126). London: Routledge.
   Google Scholar
• Dias, M., Pappamikail, L., & Carvalho, M. J. (2016). Leadership and mediation in risk contexts: New actors and models of intervention. The European Proceedings on Social and Behavioural Sciences, 482–489. doi:10.15405/epsbs.2016.11.49
   Google Scholar
• EPIS. (2021). Associação EPIS – Empresários pela Inclusão Social. [Entrepreneurs for social inclusion] Retrieved July 13, 2021, from https://www.epis.pt/.
   Google Scholar
• Ferreira, S. (2013). Terceiro sector e Estado-Providência em Portugal. [Third sector and welfare state in Portugal.] In F. C. Silva (Ed.), Os portugueses e o Estado-Providência (pp. 161–196). Lisboa: Imprensa de Ciências Sociais.
   Google Scholar
• Franco, R. C., Sokolowski, S. W., Hairel, E. M., & Salamon, L. M. (2005). O sector não lucrativo português numa perspectiva comparada. [The Portuguese non-profit sector in a comparative perspective]. Porto: Universidade Católica. Portuguesa/Johns Hopkins University.
   Google Scholar
• Grek, S., Maroy, C., & Verger, A. (Eds.). (2021). World yearbook of education 2021: Accountability and datafication in the governance of education. London: Routledge.
   Google Scholar
• Hogan, A., Sellar, S., & Lingard, B. (2015). Network restructuring of global edu-business. In W. Au, & J. J. Ferrare (Eds.), Mapping corporate education reform: Power and policy networks in the neoliberal state (pp. 43–64). London: Routledge.
   Google Scholar
• Hogan, A., & Williamson, A. (2022). Mapping categories of philanthropy in Australian public schooling. Discourse: Studies in the Cultural Politics of Education, 44(5), 651–666.
   Web of Science ®Google Scholar
• Jung, T., Phillips, S., & Harrow, J. (Eds.). (2015). The Routledge companion to philanthropy. London: Routledge.
   Google Scholar
• Nay, O., & Smith, A. (2002). Les intermédiaries en politique: Mediation et jeux d’instituitions. [Intermediaries in policy: Mediation and institutional games.]. In O. Nay, & A. Smith (Eds.), Le gouvernement du compromise: Courtiers et generalistes dans l’action politique (pp. 1–21). Paris: Economica.
   Google Scholar
• Nóvoa, A. & Ó., J. R. (2007). Educação. In A. Barreto (Ed.), Fundação Calouste Gulbenkian: cinquenta anos 1956–2006 (pp. 7–98). Lisboa: Fundação Calouste Gulbenkian.
   Google Scholar
• OECD. (2018). Education at a Glance, 2018: OECD Indicators. Retrieved July 13, 2021, from https://doi.org/10.1787/eag-2018-en.
   Google Scholar
• Olmedo, A. (2017). Something old, not much new, and a lot borrowed: Philanthropy, business, and the changing roles of government in global education policy networks. Oxford Review of Education, 43(1), 69–87.
   Web of Science ®Google Scholar
• Olmedo, A., & Grau, E. S. C. (2013). Neoliberalism, policy advocacy networks and think tanks in the Spanish educational arena: The case of FAES. Education Inquiry, 40(3), 473–496.
   Google Scholar
• Popkewitz, T. (2013). The sociology of education as the history of the present: Fabrication, difference and abjection. Discourse: Studies in the Cultural Politics of Education, 34(3), 439–456.
   Web of Science ®Google Scholar
• Popkewitz, T. (2014). Social epistemology, the reason of ‘reason’ and the curriculum studies. Education Policy Analysis Archives, 22(2), 1–20.
   Google Scholar
• Reckhow, S., & Snyder, J. W. (2014). The expanding role of philanthropy in education politics. Educational Researcher, 43(4), 186–195.
   Web of Science ®Google Scholar
• Reckhow, S., & Tompkins-Stange, M. (2018). Financing the education policy discourse: Philanthropic funders as entrepreneurs in policy networks. Interest Groups & Advocacy, 7(3), 258–288.
   Web of Science ®Google Scholar
• Reiser, D. B. (2018). Disruptive philanthropy: Chan-Zuckerberg, the limited liability company, and the millionaire next door. Florida Law Review, 70, 921–969.
   Google Scholar
• Saura, G. (2018). Saving the world through neoliberalism: Philanthropic policy networks in the context of Spanish education. Critical Studies in Education, 59(3), 279–296.
   Web of Science ®Google Scholar
• Saura, G. (2020). Mobilising the philanthropic neoliberalisation of teach For All in Spain. In examining teach For All. In M. A. M. Thomas, E. Rauschenberger, & K. Crawford-Garrett (Eds.), International perspectives on a growing global network (pp. 138–156). London: Routledge.
   Google Scholar
• Schmidt, V. (2012). Discursive institutionalism: Scope, dynamics, and philosophical underpinnings. In F. Fischer, & H. Gottweis (Eds.), The argumentative turn revisited: Public policy as communicative practice (pp. 85–113). Durham, NC: Duke University Press.
   Google Scholar
• Scott, J. (2009). The politics of venture philanthropy in charter school policy and advocacy. Educational Policy, 23(1), 106–136.
   Web of Science ®Google Scholar
• Sellar, S. (2015). Data infrastructure: A review of expanding accountability systems and large-scale assessments in education. Discourse: Studies in the Cultural Politics of Education, 36(5), 765–777.
   Web of Science ®Google Scholar
• Souza, C. A. (2016). A hegemonia do projeto educativo do empresariado no Brasil e em Portugal. [The hegemony of the business education project in Brazil and Portugal.] Revista HISTEDBR On-Line, 16(68), 288–304.
   Google Scholar
• Srivastava, P., & Oh, S. A. (2010). Private foundations, philanthropy and partnership in education and development: Mapping the terrain. International Journal of Educational Development, 30(5), 460–471.
   Web of Science ®Google Scholar
• Thompson, G., Savage, G. C., & Lingard, B. (2016). Introduction: Think tanks, edu-businesses and education policy: Issues of evidence, expertise and influence. The Australian Educational Researcher, 43(1), 1–13.
   Web of Science ®Google Scholar
• Tompkins-Stange, M. E. (2016). Policy patrons: Philanthropy, education reform, and the politics of influence. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Verger, A., & Normand, R. (2015). Nueva gestión pública y educación: Elementos teóricos y conceptuales para el estudio de un modelo de reforma educativa global. [New public management and education: Theoretical and conceptual elements for the study of a global education reform model.] Educação & Sociedade, 36(132), 599–622.
   Google Scholar
• Viseu, S., & Carvalho, L. M. (2018). Think tanks, policy networks and education governance: The rising of new intra-national spaces of policy in Portugal. Education Policy Analysis Archives, 26(108), 1–25. doi:10.14507/epaa.26.3664.
   Google Scholar
• Viseu, S. & Carvalho, L. M. (2021). Policy networks, philanthropy, and education governance in Portugal: The rise of intermediary actors. Foro de Educación, 19(1), 81–104. doi:10.14516/fde.818.
   Web of Science ®Google Scholar
• Wagner, L. (2002). The ‘new’ donor: Creation or evolution? International Journal of Nonprofit and Voluntary Sector Marketing, 7(4), 343–352.
   Google Scholar
• Williams, P. (2002). The competent boundary spanner. Public Administration, 80(1), 103–124.
   Web of Science ®Google Scholar
• Williamson, B. (2017). Big data in education: The digital future of learning, policy and practice. London: Sage.
   Google Scholar
• Williamson, B. (2021). Psychodata: Disassembling the psychological, economic, and statistical infrastructure of ‘social-emotional learning’. Journal of Education Policy, 36(1), 129–154.
   Web of Science ®Google Scholar