Research Question:

This is a work in progress. The research question probes the complex dynamics at the intersection of global economic trends and Georgia's distinct socio-political landscape. Specifically, it seeks to unravel how these factors collaborate and conflict to direct the course of pro-privatisation policies within Georgia's education system since the fall of the USSR. The query is poised to uncover the processes through which educational reforms are not only proposed and adopted but also sustained or discarded over time. It places particular emphasis on the Georgian response to global neoliberal influences in the wake of significant socio-political upheaval, thereby examining the country's educational evolution as a case study for broader post-socialist transformations in Eastern Europe. This question illuminates the nuances of policy adaptation and resistance within a national context, acknowledging the powerful sway of international agencies and financial institutions, while also highlighting local agency and the inextricable influence of cultural and historical factors.

Theoretical Framework:

The Cultural Political Economy (CPE) approach, as conceptualised by Jessop and further elaborated by Verger et al., serves as the theoretical backbone of this study. This framework is pivotal for its integrative analysis of both the semiotic (discursive, ideological) and the material (economic, institutional) dimensions of privatisation policies. By applying CPE, the study delineates how the narratives and rationalities of privatisation gain prominence, translating into concrete educational reforms that reflect a blend of global neoliberal doctrines and Georgia-specific socio-political conditions. The research critically examines established pathways to privatisation, such as those propelled by systemic shocks (‘privatisation through catastrophe’) and comprehensive state reforms ('privatisation as a state structural reform').

Moreover, this study contributes to the CPE discourse by proposing a new pathway: 'Educational Privatisation in Post-Soviet Eastern European States.' This pathway contextualises the privatisation process within the unique historical trajectory of post-Soviet nations as they transitioned from centralised economies to market-oriented systems. It accounts for the persistence of Soviet-era educational legacies and the influence of European integration aspirations, thereby offering a nuanced understanding of Georgia's educational privatisation journey.

This theoretical scaffolding allows for a multifaceted analysis that addresses the complex interdependencies between global policy prescriptions and local realities. The CPE perspective enables the study to move beyond the surface of policy adoption, delving into the strategic and discursive actions of varied actors—including governments, international organisations, and local stakeholders—engaged in the contestation and construction of educational policies. It also facilitates an understanding of how such policies are variably institutionalised, resisted, or reformed, providing a rich tapestry of the socio-political interplay that defines Georgia's educational landscape in a global context.

By intertwining the theoretical insights of CPE with empirical data from Georgia's education sector, this research aims to make a significant contribution to the discourse on policy analysis and education reform, with implications that reverberate far beyond the Georgian context. The resulting synthesis promises to deepen our comprehension of educational privatisation as a phenomenon occurring at the confluence of global ideological currents and entrenched local practices, offering valuable lessons for policymakers, educators, and researchers alike.

A systematic literature review (SLR) will be employed to clarify the scope and characteristics of processes of privatisation in Georgia's general education sector. The SLR aims to identify, systematise, and synthesise existing knowledge on a chosen theme (Robertson & Dale, 2015). Within the context of this study, this approach will facilitate the organisation of available knowledge according to the three CPE pathways of privatisation outlined previously, thereby enabling us to present the information in a coherent and insightful manner. Guided by our research objectives and the characteristics of CPE, this systematic review adopts a configurative approach. Thus the emphasis here is on exploring, interpreting, and understanding information, which is then configured according to the specific CPE pathways previously discussed. As opposed to the aggregative approach, this study is not aimed at proving a hypothesis by adding up empirical data and drawing testable empirical conclusions. Instead it embarks on an exploratory quest to meaningfully analyse and interpret a complex issue (Gough et al., 2012). To conduct this systematic literature review, a systematic research process that entailing several key steps is being followed. To begin with, the research question and the criteria for study inclusion and exclusion have been established. A comprehensive search of academic databases, journals, and other relevant sources are being conducted to identify studies that meet these criteria. After having undergone initial screening, selected studies go through a quality assessment to ensure their reliability and validity (Gough et al., 2017; Gough et al., 2012). The data extracted from these studies are being analysed and synthesised to determine which of the three CPE pathways of privatisation emerge as prominent or contextually pertinent. Throughout this process, we will iteratively adapt our methods as needed to better explore and understand the complexities of privatisation in Georgia's general education sector. This approach allows us to not only aggregate data but also to configure it in a way that provides new insights into the phenomenon under study.

The anticipated outcomes of this study on the privatisation of the general education sector in Georgia through the lens of Cultural Political Economy (CPE) are multifaceted. Firstly, it aims to deepen the theoretical understanding of educational privatisation within post-Soviet contexts, contributing valuable insights to academic debates on global influences and local socio-political dynamics in education policy-making. The research will provide a nuanced exploration of Georgia's specific pathways to privatisation, highlighting the interplay between external neoliberal pressures and internal cultural-historical forces. In terms of policy implications, the study is expected to offer a critical perspective on the adoption of market-based reforms in education, serving as a guide for policymakers navigating similar transitions. By revealing the complex repercussions of such reforms and the significance of context, it advocates for more sensitive approaches to policy adoption and adaptation. The research will also serve as a foundational reference for international organisations and local educational authorities, reflecting on the outcomes of neoliberal policy advice and its alignment with local realities. By tracing the evolution of educational policies in post-Soviet Georgia, the study underscores the critical role of historical legacies and cultural nuances in shaping education systems. Ultimately, the outcomes are expected to stimulate a critical re-assessment of current practices, encouraging a dialogue that could lead to the formulation of more equitable and sustainable educational strategies. The study aspires to influence a broad spectrum of stakeholders, from local communities grappling with the practicalities of educational reforms to international bodies shaping global education policies.

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