Responding to increasing interest in the movement of policies between places, sites and settings, this timely book presents a critical alternative to approaches centred on ideas of policy transfer, dissemination or learning. Written by key people in the field, it argues that treating policy’s movement as an active process of ‘translation’, in which policies are interpreted, inflected and re-worked as they change location, is of critical importance for studying policy. The book provides an exciting and accessible analytical and methodological foundation for examining policy in this way and will be a valuable resource for those studying policy processes at both undergraduate and post-graduate levels. Mixing collectively written chapters with individual case studies of policies and practices, the book provides a powerful and productive introduction to rethinking policy studies through translation. It ends with a commitment to the possibilities of thinking and doing ‘policy otherwise’.

This book investigates the increasing circulation and transfer of public policy ideas between the UK, US and Australia since the 1990s. It argues that the upsurge in policy transfer amongst and between these states can be explained by a structural and shared commitment between these states to a distinctive institutional ideology of policy-making. This ideology, it is claimed, is partly a product of the historical proximity of ‘Anglosphere’ states, and in recent years can be traced through the evolution of New Public Management principles through to Third Way communitarianism.

As policy-makers look first (and easily) for existing policy solutions which could be adapted from elsewhere, policy transfer becomes increasingly central to policy development. This book explores whether policy transfer in 'everyday' policy-making may be unintentionally creating a system of preventive justice.

Policy transfer analysis seeks to make sense of the cross-cultural transfer of knowledge about institutions, policies or delivery systems in an era of globalization. The purpose of this volume is to evaluate how useful policy transfer analysis is as a descriptive, explanatory and prescriptive theory of policy change. It provides both a response to its critics and it presents a variety of new directions for studying processes of policy transfer. The chapters proceed from an underlying assumption about the field of enquiry; that policy transfer analysis alone cannot provide a general explanatory theory of policy change but when combined with other approaches an empirically grounded account of policy change can be developed. Hence each of the chapters adopt a methodological pluralism in which complementary theories of policy development are combined in order to develop a theory of policy change that accounts for the role of particular agents of policy transfer in forging policy change. This is an important contribution to our understanding of the impact of globalization on domestic policy formulation. This book was previously published as a special issue of Policy Studies.

The world of public policy is becoming increasingly small due to dramatic changes in global communications, political and economic institutional structures, and to nation states themselves. This book evaluates the implications of these changes and challenges for both the study and the practice of policy transfer, and provides a unique understanding of the relationship between systemic globalizing forces and the increasing scope and intensity of policy transfer activity. It provides: an explanation of policy transfer as a process of organizational learning; an insight into how and why such processes are studied by policy scientists; an evaluation of its use by policy practitioners; and the first published collection of policy transfer case studies between developed countries, from developed to developing countries, and from developing countries.

Education is intimately connected to many of the most important and contentious questions confronting American society, from race to jobs to taxes, and the competitive pressures of the global economy have only enhanced its significance. Elementary and secondary schooling has long been the province of state and local governments; but when George W. Bush signed into law the No Child Left Behind Act in 2002, it signaled an unprecedented expansion of the federal role in public education. This book provides the first balanced, in-depth analysis of how No Child Left Behind (NCLB) became law. Patrick McGuinn, a political scientist with hands-on experience in secondary education, explains how this happened despite the country's long history of decentralized school governance and the longstanding opposition of both liberals and conservatives to an active, reform-oriented federal role in schools. His book provides the essential political context for understanding NCLB, the controversies surrounding its implementation, and forthcoming debates over its reauthorization. how the struggle to define the federal role in school reform took center stage in debates over the appropriate role of the government in promoting opportunity and social welfare. He places the evolution of the federal role in schools within the context of broader institutional, ideological, and political changes that have swept the nation since the 1965 Elementary and Secondary Education Act, chronicles the concerns raised by the 1983 report A Nation at Risk, and shows how education became a major campaign issue for both parties in the 1990s. McGuinn argues that the emergence of swing issues such as education can facilitate major policy change even as they influence the direction of wider political debates and partisan conflict. McGuinn traces the Republican shift from seeking to eliminate the U.S. Department of Education to embracing federal leadership in school reform, then details the negotiations over NCLB, the forces that shaped its final provisions, and the ways in which the law constitutes a new federal education policy regime - against which states have now begun to rebel. and that only by understanding the unique dynamics of national education politics will reformers be able to craft a more effective national role in school reform.