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Email

jason.beech@unimelb.edu.au

Credentials


Position
Associate Professor of Education (Global Policy)
Faculty of Education - Admin
Education
PhD
Institute of Education, London University
ORCID

0000-0002-4971-7665

A/Prof Jason Beech

Associate Professor of Education (Global Policy)
Faculty of Education

61 Scholarly works
2 Projects

HIGHLIGHTS

  • 2026

    Research grants (other domestic)

    Towards Reparative Futures in Global Education Policy
  • 2025

    Research contracts (non-grants)

    The IB Educator Certificate: Career Pathways and School Leadership Perspectives
  • 2025

    Book Chapter

    The development of comparative education in Latin America
    DOI: 10.4324/9781003289029-1
  • 2025

    Journal article

    Education governance and the infrastructures of schooling: the making of an eco-school in rural Argentina
    DOI: 10.1080/01596306.2025.2483185
  • 2025

    Book

    Latin American Scholars of Comparative Education: Examining the Work and Influence of Notable 19th and 20th Century Comparativists
    DOI: 10.4324/9781003289029
  • 2025

    Book Chapter

    Sonic Waves and Acid Screens: Surf Culture and the Long 1970s
    DOI: 10.1007/978-3-031-80979-8_13
  • 2025

    Journal article

    Stretching spatial theories in comparative education: new approaches for challenging times
    DOI: 10.1080/03050068.2024.2366760
Jason Beech

RECENT SCHOLARLY WORKS

  • 2025

    Book Chapter

    The development of comparative education in Latin America: Biographies, histories and transnational forces
    DOI: 10.4324/9781003289029-1
  • 2025

    Journal article

    Afterword
  • 2024

    Journal article

    Opening access to privilege: the enactment of the IB in public schools in Costa Rica and Peru
    DOI: 10.1080/14767724.2022.2138274
  • 2024

    Journal article

    “The unbearable lightness of being” a post-industrial learner: Contemporary capitalism, education and critique
    DOI: 10.1080/00131857.2024.2444413
  • 2024

    Journal article

    'Promises promises': international organisations, promissory legitimacy and the re-negotiation of education futures
    DOI: 10.1080/03050068.2023.2287938

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