ABSTRACT New conceptions of public governance across nations have taken hold globally. In this article, we explore the involvement and expansion of a broad range of actors in public services delivery, beyond the remit of traditional government. While there are common features of this trend, variations reflect the significance of context-sensitive policy, which consider national, state/provincial, and local factors, including governance structures. We report findings from our critical comparative policy analysis, which examines civil society actors as funders of public schooling in Toronto, Canada; Melbourne, Australia; and New Orleans, USA. Specifically, we identify the actors contributing financially to schools in these cities, and the policies that encourage and enable them to take on this new funding role. We highlight similarities and variations between practices and policies in the sites and present factors that give rise to them. We discuss implications of these actors’ participation as funders and implications for democratic education.

中文翻译：

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私营部门和公共产品：3 个全球城市 K-12 教育资金和公共治理的比较案例研究

摘要 跨国家公共治理的新概念已在全球范围内确立。在本文中，我们探讨了广泛的参与者在公共服务提供中的参与和扩展，超出了传统政府的职权范围。虽然这一趋势具有共同特征，但变化反映了情境敏感政策的重要性，这些政策考虑了国家、州/省和地方因素，包括治理结构。我们报告了关键比较政策分析的结果，该分析将公民社会行为者作为加拿大多伦多公立学校教育的资助者进行研究；澳大利亚墨尔本；和美国新奥尔良。具体而言，我们确定了为这些城市的学校提供​​资金的参与者，以及鼓励和使他们能够承担这一新资助角色的政策。我们强调站点中实践和政策之间的相似之处和差异，并介绍导致它们的因素。我们讨论了这些参与者作为资助者参与的影响以及对民主教育的影响。