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Transcript of Competing Discourses
Education for Sustainable/Social Development, Social Justice, and Democracy
(Progressive World Model)
There are two competing discourses regarding the globalization of education: education for a knowledge economy and education for sustainable/social development, social justice, and democracy
Education for a Knowledge Economy
(Economic World Model)
World Bank & OECD
Based on the ontological perspective (neoliberalism & market-based competition) that views humans as rational actors who achieve meaning and autonomy through economic pursuits
Homo Economicus: "Economic Man"
Focuses on the preparation of individuals to participate in a globalized knowledge economy and to use the global flow of information to solve world problems
PURPOSE: ECONOMIC DEVELOPMENT
Learner-centered instruction: measure & build on what students already know
Assessment-driven: instruction geared towards assessment
Knowledge-rich learning: teaching few subjects in depth (narrow curriculum)
Learning by doing: apply new knowledge to simulated problems
Group Work: preparation for workplace of collaboration
ICT: use of globally available information to local learning situations
PURPOSE: Sustainable/Social Development, Social Justice, and Democracy
Based on the ontological perspective (scientific humanism) that views humans as social animals who achieve meaning and autonomy through social interaction and relations to others
Homo Sociologicus: "Social Man"
Focuses on the use of technological and scientific advances to enhance the welfare of humans and democracy
Participatory decision making: learners & communities participate in decisions on how & what is taught in schools
Broad curriculum: inter-disciplinary approach to social development (think Liberal Arts)
Critical thinking: problem-solving skills for social development
Values-driven: sharing the values and principles underpinning social development
Multi-method: word, art, drama, debate, experience . . .
Locally relevant: addressing local and global concerns . . . indigenous languages, culture, local issues, etc.
Looking around at popular & political discourse, it is clear that education for the knowledge economy is the dominant discourse informing policy and reform, but this is not always the case
Divide up into six groups and consider the following based on your assigned discourse/stakeholder.
What are the benefits/challenges of the associated commitments for your stakeholder?
What are the benefits/challenges of the overarching goal for your stakeholder?
What are the benefits/challenges of the associated educational practices for your stakeholder?
What are the implications for your stakeholder and for society at large?
Be prepared to defend your assigned discourse according to the above criteria.
How does this reflect the major ideas regarding global discourses of education?
How do the ideas reflect/depart from your own history?
Good Workers vs. Good Citizens: Are these two goals mutually exclusive?
Value of Education
Value of Education