Campos de Avelar Maia, Marina; (2018) Giving with an agenda: New Philanthropy’s Labour in "Glocal" Education Networks of Governance. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

The provision of public services is increasingly shared in networks of governance with public and private actors, including business and philanthropy. Concomitantly, philanthropy is changing by incorporating business sensibilities, referred to as “new philanthropy”. Besides operating in service delivery, new philanthropists are working in policy-making, supporting policies that foment a corporate reform of education. This thesis aims to address the question of how new philanthropy operates in the network governance of education in Brazil, focusing on the labour invested by foundations in policy networks. Though having the main empirical setting of Brazilian institutions, this research analyses networks, policies and discourses that surpass national borders and considers their “glocal” dynamics, addressing how new philanthropists are connected to global networks and participate in global policy mobilities. The method of “network ethnography” is employed, with extensive online searches, interviews, and field observation. Throughout the activities, network graphs are built to identify relevant individuals, institutions and relationships. The method is supported by the approach of “following policy”, looking at the whos, whats and wheres of policy. Three fundamental and interrelated modalities of labour are identified in the activities of new philanthropy institutions: labour to frame policy problems and solutions with policy entrepreneurship; labour to coordinate, mobilise and activate relationships and resources in networks; and labour to institutionalise policies and relationships in heterarchies. This means that first, new philanthropists aim at participating in education policy-making, and labour to frame policy problems and solutions discursively. Second, networks are created and animated with many activities, such as sharing resources and promoting meetings to foster relationships. Finally, policy ideas and relationships become institutionalised in heterarchies, in which new philanthropy and public authorities collaborate to exert the governance of education. Throughout these efforts, boundaries between public and private are blurred, and education policy is rescaled globally.

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