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© 2016 Informa UK Limited. The attached document (embargoed until 20/06/2018) is an author produced version of a paper published in the Oxford Review of Education, uploaded in accordance with the publisher's self- archiving policy. The final published version (version of record) is available online at http://www.tandfonline.com/doi/full/10.1080/03054985.2016.1259104. Some minor differences between this version and the final published version may remain. We suggest you refer to the final published version should you wish to cite from it.

5 How Can Transnational Connection Hold? An Actor Network Theory Approach to the Materiality of Transnational Education GoverPart Three Knowledge Regimes; 6 Revealing Market Hegemony through a Critical Logics Approach: The Case of England's Academy Schools. Policy; 7 Test-Based Accountability and the Rise of Regulatory Governance in Education: A Review of Global Drivers; 8 Making Education News in Chile: Understanding the Role of Mediatization in Education Governance through a Bourdieuian Framewo; Part Four Institutional Regimes.

In this paper we explore the various spaces and sites through which the figure of the parent is summoned and activated to inhabit and perform market norms and practices in the field of education in England. Since the late 1970s successive governments have called on parents to enact certain duties and obligations in relation to the state. These duties include adopting and internalizing responsibility for all kinds of risks, liabilities and inequities formerly managed by the Keynesian welfare state. Rather than characterize this situation in terms of the 'hollowing of the state', we argue that the role of the state includes enabling the functioning of the parent as a neoliberal subject so that they may successfully harness the power of the market to their own advantage and (hopefully) minimize the kinds of risk and inequity generated through a market-based, deregulated education system. In this paper we examine how parents in England are differently, yet similarly, compelled to embody certain market norms and practices as they navigate the field of education. Adopting genealogical enquiry and policy discourse analysis as our methodology, we explore how parents across three policy sites or spaces are constructed as objects and purveyors of utility and ancillaries to marketisation. This includes a focus on how parents are summoned as 1) consumers or choosers of education services; 2) governors and overseers of schools; and 3) producers and founders of schools.

During the last three decades, different Chilean governments, both during Pinochet´s dictatorshipand the current democratic period, have incorporated and consolidated market mechanisms in thefunctioning and management of education at different levels. The media is a central agent in thecreation of 'common sense' and the diffusion of hegemonic discourses throughout society. Thisarticle analyses the educational discourse of the two main newspapers in Chile, La Tercera and ElMercurio, during the process of debate and negotiation of the current educational act. The firstsection offers a literature review of the way in which media treats education. The followingsection presents the political context around which quasi-market policies were implemented inChile and their subsequent lost of legitimation. Finally, the third section analyses the discourse ofthe media surrounding the educational crisis in Chile. In respect to this, these newspapers defendthat the quasi-market model has not yet been correctly implemented, but that those policies arethe correct ones in order to improve education. This thesis is supported by three key argumentsoutlined by the media: the processes of decentralisation and transfer of autonomy to educationalagents has been insufficient; a state of imperfect competition remains between schools; and,lastly, education has been captured by teachers and their unions, impeding the improvement ofthe system.