摘要：Globalization is profoundly altering the education policy landscape. It introduces new problems in education agendas , compresses time and space in policy processes , and revitalizes the role of a range of supra - national players in educational r eform. This deterritorialization of the education policy process has important theoretical and epistemological implications. Among others, it is forcing comparative education scholars to pay more attention to the politics and dynamics involved in the polic y adoption stage.
