This volume investigates the complex intersection between educational research, policy formation, and the global shift toward knowledge-based economies. The editors, Jenny Ozga, Terri Seddon, and Thomas S. Popkewitz, bring together an international cohort of scholars to analyze how educational systems are being restructured to meet the demands of globalized economic competition. The text argues that the 'knowledge-based economy' serves as a governing logic that shapes not only curriculum and pedagogy but also the very definition of what constitutes valid educational research.

Experts identify this volume as a significant contribution to the sociology of education and policy studies. Readers frequently note the academic density of the prose, which is intended for researchers and graduate students interested in the political economy of schooling.