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Erin Aylwardon 13 December 2010
Transcript of Globalization Presentation
-based on rationalist assumptions what does standardization look like? The Neoliberalization of Education World Systems Theory, Robert Arnove
-role of IFI's
-education as an "economic investment" negative impacts of neoliberal education model: poverty= lack of education? state dependency upon IFIs, caused by loans in education "brain drain" "brain waste" erodes social, cultural values individualist vs. collectivist (Harry C. Triandis) Hedonism, self-direction
Good opinion of self
Goals fit personal needs
Desire for individual distinctiveness
Value success and achievement because it makes the individual look good Tradition and conformity
Goals show concern with needs of others
Desire for blending with the group
Value success and achievement because it reflects well on the group Alternative models/approaches Educational frameworks of OECD, UNESCO,
Sesame Street Workshop International Alternative models of education:
1. religion-based models
2. progressive educational models
3. traditional/indigenous models "globalization from below" (Kellner)
"educational borrowing and lending" (Steiner-Khamsi) Case study: Early Childhood Research Center, Palestine Why Palestine? Role of NGOs
Tension: education for economic growth vs. education for societal resilience background: ECRC Conclusions: Many . . . Need to further define: indigenous? democratically chosen?
pluralist? Need to better assess impact: dependency?
variability? Bi-directionality of local actors: transfer global norms and mandates to local community allow local communities to resist and redefine global influences Declaration on Education for All
Convention on the Rights of the Child relationship with USAID, World Bank Dependency on international agencies Integrates "universal childhood development knowledge with the realities of Arab culture and civilization" China India Kenya Bi-directionality of local actors: context generative (localized globalization) context-productive (policy-driven, top-down) The role of local actors in a globalized world World Bank- "Acting autonomously" top skill to succeed in knowledge economy local, state, intranational, IFI's, NGOs human rights, social networks, resistance vs. international funding, IFIs, influence/coercion actors: effects of globalization: positive? negative? Questions and uncertainties: what roles can local actors play in shaping globalized educational models? who are local actors? State actors, local NGOs, education staff, etc. . . what kinds of educational models do these actors put advocate for? Participation in international conferences on childhood development, World Social Forum, etc. . . Anderson-Levitt, K. 2003. “A World Culture of Schooling.” In Local Meanings, Global Schooling: Anthropology and World Culture Theory, edited by K. Anderson-Levitt, 1-26. New York: Palgrave Macmillian.
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Kellner, D. 2000. Globalization and the new social movements: Lessons for critical theory and pedagogy. In N. Burbules and C.A. Torres (Eds.) Globalization and education: critical perspectives (pp. 299-322) New York: Routledge.
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Meyer, J. W., J. Boli, G. M. Thomas, and F. O. Ramirez. 1997. “World-Society and the Nation-State.” American Journal of Sociology 103(1):144-181.
Meyer, J. W., and F. O. Ramirez. 2000. “The World Institutionalization of Education.” In Discourse Formation in Comparative Education, edited by J. Schriewer, 111-132. New York: Peter Lang.
Nandy A. 1997. Colonization of the mind. In The post development reader, ed. M. Rahnema and V. Bawtree, 168–77. London: ZED.
Oliver, Paul. 2005. “The Concepts of Globalisation and Culture.” In Globalisation, Education, and Culture Shock, edited by Cedric Cullingford and Stan Gunn, 10-20. Aldershot: Ashgate Publishing.
Odora Hoppers, Catherine A.(2009) 'Education, culture and society in a globalizing world: implications for comparative and international education', Compare: A Journal of Comparative and International Education, 39: 5,601 — 614
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