By analysing the proposals for teacher education drawn up by UNESCO the World Bank and OECD
this book shows that even though each of these organizations has different views about
education their proposals are based on a similar set of assumptions about the future and
about how educational systems should be reformed to adapt to this future. In order to explore
the effects of these proposals in different contexts the book examines the educational reforms
implemented in Argentina and Brazil in the 1990s revealing how the discourse of international
agencies was transformed as it met with local assumptions about what constitutes good education
for teachers. The findings of this research are discussed within a broader theoretical model
which makes it possible thus to map the circulation of discourse in the global educational
field.
