Read Steve Klees’ Blog Article: Privatization and Education: Capitalism and Context 

“Privatization is based on two things:  first, ideology, not evidence, and second, greed. 

What is behind this ideology and greed?  The answer for me is neoliberal capitalism — or perhaps capitalism in any form.”


Read Gustavo Fischman’s piece: The Simplimetrification of Educational Research

“Globally, colleges of education at research universities are converging around the idea that it is of the utmost importance to be more impactful, making the very notion of impact a new fetish. This fetishistic adoration has generalized the ritualistic use of metric-based reward and punishment models to accomplish three simultaneous and elusive goals: increase their research impact, gain institutional prestige, and demonstrate high levels of scholarly productivity and innovation…”


Read Kenneth Saltman’s piece: Beyond Privatization: Normative Principles for an Education Justice Movement

“The left has the capacity to build a vibrant movement for global educational justice.  However, the left does not have vast capital to draw on and it does not have the financial and symbolic power of mass media to bolster the ideological underpinnings. The left does, though, have vast intellectual and knowledge making resources that have not been adequately developed and mobilized.”


Read Rebecca Tarlau’s contribution: The Case of Global Policy Imposition and Resistance in Brazil

“As fast as actors supporting market-based education reforms try to transform education into a commodity—a form of human capital that assimilates youth into the job market—social movements, teachers unions, minority groups, and organized youth also attempt to transform public schools into institutions that support democracy, human rights, and social justice. Although these dynamics are a global phenomenon, Brazil is a particularly important place to explore these conflicts, where extremes between educational visions are especially pronounced.”

Jill C

Read Jill Christianson’s blog originally posted on the Global Campaign for Education Website 

Wildfire! SDG 4 Red Alert- Rich Profits on Public Education in Liberia

“There is a wildfire beginning to rage in public education in Liberia.  Without immediate firefighting from many directions, this wildfire could spread elsewhere fast.  Unlike other fires that can be dampened and extinguished quickly, a wildfire  “differs from other fires by its extensive size, the speed at which it can spread out from its original source, its potential to change direction unexpectedly, and its ability to jump[1]” borders.”

david hursh

Read David Hursh’s blog The End of Public Schools: The Corporate Reform Agenda to Privatize Education.

“We are in danger of losing the ‘public’ in public education. Students, parents, teachers, administrators, school board members, and the public have less input into what will be taught and how students and teachers are assessed. Increasingly, education policy is made by wealthy philanthropists (for example, Bill and Melinda Gates, Eli and Edythe Broad, and the Walton Family Foundation), corporations (Pearson), and hedge fund managers who are neither elected nor accountable to the public (see Mohammad Kahn and Zephyr Teachout’s “Corruption in Education: Hedge Funds and the Takeover of New York’s Schools”). Not only are they unaccountable, but they also promote corporate style reforms emphasizing the neoliberal goals of privatizing public services, creating markets through charter schools, and increasing “efficiency” through standardized tests.”


Read Lois Weiner‘s challenges for teachers to consider in her “May Day Message for Teachers

“While privatization is an aspect of the neoliberal project in education as many speakers have noted, in fact education is being transformed by policies that cannot be separated from a more fundamental drive: to make all human activity, including intellectual and artistic work, subject to what is called the discipline of the market, but is, in fact, the control of powerful elites who manage capitalism and are using the state to extract profit from what is viewed as an  untapped source.”


Read Mary Compton’s detailed discussion of the responses to education privatisation enacted by unions across the world entitled “‘To struggle is also to teach’. How can teachers and teaching unions further the global fight for another world?“.

“Teaching and teachers are in the eye of a global storm which is not only assaulting their pay, conditions and tenure but also their very identity as teachers and as human beings. Yet I will argue in this chapter that, partly because of this, they are in a key position to take a leading role in the global fight for economic and social justice.”


Read Salim Vally‘s description of the expansion of education privatisation in South Africa, “The Size and Shape of Private Education in South Africa and the role of Global and Local Capital

“Twenty two years since the first democratic elections in South Africa, the combined weight of apartheid’s legacy exacerbated by neo-liberal policies over the past two decades has meant that the promise of a quality public education system remains a chimera. While a mélange of new official policies on every conceivable aspect of education exists and racially-based laws have been removed from the statutes, the education system as a whole reflects and reproduces the wider inequalities in society. “