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1.
This article draws a comparison between the Portuguese in relation to British and French discourses on overseas educational policies at the turn of the nineteenth to the twentieth century until the 1930s. It focuses on three main colonial educational dynamics: school expansion (comparing the public and private sectors); State–Church relations (comparing these relationships at the European and colonial levels); and missionary competition (comparing Catholic with Protestant strategies towards educational incorporation). Colonial discourse is seen here as a power‐knowledge discourse aimed at constructing the colonial subjects as individuals, enabling them to imagine themselves as belonging to a particular cultural polity. The article intends to show how cross‐national discourses on education affect the principles on which theories of schooling are built and the ways in which they influence the first attempts to systematize pedagogical and school models in the colonial peripheries. On the other hand, it tries to understand, within government technologies of domination, the conflicting views, negotiations and ambiguities between global policy formulation and local school system implementation. In this sense, the author sought to analyse the different ways in which concepts such as ‘assimilation’, ‘civilizing mission’, ‘adapted education’, and ‘learning by doing’ were mobilized and appropriated into the colonial education discourses in order to legitimize particular governmental strategies. Two main ideas run through the text: the first attempts to demonstrate the existence of discontinuities between official educational ideologies at home and local system and school expansion strategies in the colonies. The second claims that educational borrowing from other colonies at the Empires' peripheries was, more often that is thought, a crucial feature of colonial educational discourse. 相似文献
2.
The Italian middle school in a deregulation era: modernity through path-dependency and global models
Monica E. Mincu 《比较教育学》2015,51(3):446-462
In the current context of intensified moves towards educational deregulation, the configuration of the Italian middle school and its relationship to education governance is an interesting case. Historically, it represents a unique example of the successful ‘decision-making' model of the welfarist era. Despite some internal constraints, at the end of the 1970s it was considered a progressive model of schooling for its time. At present, however, internal institutional processes and path-dependencies have rendered its comprehensiveness relatively formalised and weak. A key finding of this article is that ideas, such as the ‘two people’ theory, have played a crucial role in shaping actors' strategies and goals, while references to world models, in particular the English model, have mediated the reception of global policies. Cultural factors, such as the role played by families, are deeply linked to structural issues and inequalities. An ethnographic account depicts a welfarist institution whose internal processes and links to the wider society may be seen as an example of Italian modernity that ‘speaks for itself’. Fieldwork clarifies the role of the teachers in mediating a path-dependent and cultural reproduction pattern. I argue that partial deregulation is a major source of inequalities at the middle school level, engendered by both new and old mechanisms, which further intensifies a selective path in education. This analysis will show how global deregulation trends meet local and enduring path-dependencies. 相似文献
3.
Michael Lightfoot 《Compare》2015,45(5):705-726
This paper aims to highlight the issues associated with the implementation of education reform policies relating to ‘future schools’ in a small state in the Middle East and North Africa region. The study points to the consistency with which global corporations and the supranational organisations, such as UNESCO and the World Bank, promote a twenty-first-century skill agenda as an essential component for educational renewal and innovation; but, with equal consistency, it highlights the difficulties that school practitioners face in trying to enact this agenda by way of the reformist policies. Through focus-group discussions supplemented by interviews with senior school leaders and government officers, a complex web unfolds related to the enactment of education reforms in a fragile Arab state, to such an extent that the ‘future schools’ narrative is seen to have little or no importance in the wider reform process. Arising from interview data, three main themes emerge related to: organisational culture, technology and tradition. Far from promoting, amongst students, the development of twenty-first-century skills, the strength of local traditions and epistemology are of much greater importance than the neoliberal imaginary with which policies from the Global North are imbued. Whilst avoiding essentialist arguments, the study contributes to the growing body of literature, in the wake of the Arab Spring, that questions the boiler plate implementation of Western ideals upon countries with very different cultural and epistemological traditions. 相似文献
4.
Gary Wilkinson 《Cambridge Journal of Education》2006,36(1):81-98
This paper argues that key education policy initiatives since the introduction of the National Curriculum in the UK are Government‐mediated responses to pressures in the global knowledge economy. Successful implementation of these policies has required a change in the way in which education institutions and professionals are controlled and managed. George Ritzer's ‘McDonaldization’ thesis, a conceptualization of a dominant form of economic and cultural globalization, is outlined and it is then argued that national education policy has led to the ‘McDonaldization’ of the state school education system in England. Benjamin Barber's concept of ‘McWorld’ is used to represent the consumerist world which a narrowed educational vision seeks to serve. 相似文献
5.
Lawrence Angus 《教育政策杂志》2013,28(1):23-41
The tendency in education writing on globalization has been to examine the congruence of educational policies in western societies and the international effects of global governance of education by powerful transnational institutions such as the Organization for Economic Cooperation and Development and the European Union. The authors tend to identify massive changes in approaches to educational governance, including the establishment of a broadly common policy and management agenda that is characterized by ‘new managerialism’, devolution, and rigid accountability structures, entrepreneurialism, and school effectiveness, that have been imposed largely as a result of globalization. These measures are often seen as being directly related to the ‘hollowing out’ of the state, and the emergence of neo‐liberalism as the informing ideology of both international capitalism and residual nation‐states. There are few studies, however, of the dynamics of educational life and micro‐political activities that enable or challenge or bring about the kinds of educational reshaping and renorming that are typically associated with globalization. This study attempts to analyse such micro‐shaping, which, through reporting an ethnographic study in a site of educational practice, examines how school managers and teachers dealt with government policy intervention and, in the process, both willingly and unwillingly implemented significant educational change. 相似文献
6.
Mike Zapp 《Globalisation, Societies & Education》2019,17(2):231-260
Much recent research stresses the increasing relevance of international organisations (IOs) for national education policymaking. Yet, IOs’ curriculum recommendations have remained largely out of scope, although they provide a forceful example of ‘soft’ governance. Based on a content analysis of 83 documents from 42 inter/-nongovernmental, global and regional organisations involved in international education networks between 1990 and 2015, this paper identifies an expansive field of IOs directing growing attention to such curricular issues as student needs, educational goals and content, as well as issues of teaching and learning. In line with much cross-national curriculum research, analysis provides evidence for the trend towards a global curriculum model stressing empowerment, individual agency and psychosocial development. The article argues that the strong focus on human capabilities and human capital in IOs’ curriculum policies reflects wider cultural transformations in contemporary world society. The article concludes by arguing for an expanded analytical scope of IOs’ educational work and a reconsideration of causal explanations in curriculum theories. 相似文献
7.
In striving to educate as many children as possible and with limited funds to build a separate special education infrastructure to cater to the needs of children with disabilities, inclusive education was officially adopted in 1997 by the Department of Education in the Philippines as a viable educational alternative. This article reports on the current state of affairs for including children with disabilities within regular schools in the Philippines. The ‘Silahis Centres’ (‘school within the school’ concept) is presented as a feasible model for implementing and promoting the inclusion of children with disabilities within regular schools throughout the Philippines. Other aspects related to inclusive education such as teacher education, policies as well as lessons learned so far from inclusion efforts and future challenges are also described. 相似文献
8.
Julia Resnik 《牛津教育评论》2013,39(4):385-402
Only since the 1990s has the impact of globalisation on education drawn scholarly attention, primarily due to the impact of international school achievement surveys. This study argues that the globalisation of education began much earlier, with the establishment of intergovernmental agencies, such as UNESCO and the OECD, and the adoption of American educational models after the Second World War. The neo‐Weberian perspective I propose focuses on knowledge producers and education global networks and incorporates an analysis of the specific national context and their peculiarities without losing sight of the globalisation process and its homogenising character. Knowledge producers constitute a status group that increases its social and academic capital through advancing global education models locally. The analysis of reforms in the education systems of France and Israel after the Second World War shows how the diffusion of global educational models that stress equality of opportunity enhanced local transformations and affected national policies. Such an analysis elaborates the process whereby knowledge producers, linked to global networks, constructed ‘social problems’ according to the education knowledge production institutionalised in each country and the socio‐politic conditions of each society, and how their alliance with highly ranked functionaries brought about structural reforms aiming at the ‘democratisation of education’ in France and Israel. 相似文献
9.
Cultural exchange is privileged in many higher education programs across the globe. The Australian government’s New Colombo Plan refers to a ‘Third Wave’ of globalisation which foregrounds global interrelatedness through developing student capabilities to live, work and contribute to global communities and aims to make the global an ‘everyday’ experience for students. Mobility programs are promoted as the main strategy for fostering global perspectives, contradicting the idea of the global as an everyday experience. This paper unpacks constructs of global citizenship that underpin Australia’s recent international and global engagement policies, and implications for the ‘global’ wave in ‘local’ parochial contexts. 相似文献
10.
The current debate on child labour focuses on developing countries. However, Portugal is an example of a relatively developed country where child labour is still a matter of concern as between 8% and 12% of Portuguese children may be classified as workers. This paper studies the patterns of child labour in Portugal and assesses the consequences of working on the educational success of Portuguese children. The analysis controls for typically unobserved attributes such as a child's interest in school and educational ambitions and uses geographical variation in policies designed to tackle child labour and in labour inspection regimes to instrument child labour. We find that economic work hinders educational success, while domestic work does not appear to be harmful. Furthermore, after controlling for a host of socio-economic variables, factors such as a child's interest in school and educational ambitions have a large effect on boosting educational success and reducing economic work. 相似文献
11.
《International Journal of Educational Development》1988,8(2):129-143
With reference to selected Third World countries, the paper generalizes, within a broad analytical framework, the underlying reasons for the formulation of policies and practices to abate the growing problem of the ‘educated’ unemployed through the initiation of vocationally-oriented educational programmes. It outlines the main reasons why the implementation of vocationally-oriented educational strategies did not converge with and reinforce other related employment initiatives to achieve their intended goals. Discussion is then focussed on why there is a mismatch between educational training and work, which has given legitimate grounds to many Third World countries to question whether the assumptions that underlie vocationally-oriented education are a ‘fallacy’. In conclusion, an alternative educational strategy is suggested. This strategy not only outlines how it may be possible to interface education and work, but also how greater efficiency and equity can be brought about in this relationship. 相似文献
12.
Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms. 相似文献
13.
Erin Sharpe 《Environmental Education Research》2009,15(3):299-313
Although the global call for environmental education is persistent, on a local or regional level, this call can be confronted by educational policies that drive environmental education out of the curriculum. This paper reports on a qualitative case study of the factors contributing to the sustainability of three teacher‐driven integrated curriculum programs (ICPs). Four key factors were identified: financial self‐sufficiency and physical isolation (program separation); and visibility of teachers in the school and support from a broad network of allies (political connection). This paper suggests that ICPs can be further supported by fostering pedagogical kinships and expanding counter‐praxis discourse. The paper also highlights the importance of ‘ground‐up’ programs in sustaining environmental education in periods of educational conservatism. 相似文献
14.
《师资教育杂志》2012,38(5):474-491
Education policies, and in particular those related to teacher education, are central to the construction of Europe as a knowledge society and for facing the social and economic challenges that European countries must respond to in this millennium. This article presents an analysis of studies on the evaluation of in-service teacher education conducted in Portugal since 1992. Based on the results of this analysis, the study develops a reflection on the concepts, policies and practices of in-service teacher education, contextualising it within a wider equation related to teachers’ education in Europe. The study consisted of content analyses of scientific articles, research reports, studies of evaluation and legal documents that provide the guidelines for in-service teacher education in Portugal. At the end, a final reflection and some general recommendations for teacher education are presented. There is a focus on the importance of placing in-service teacher education at the centre of educational contexts and on the problems that this causes in teachers’ work, emphasising its importance for social justice in Europe. 相似文献
15.
In recent years, many countries within the Organisation for Economic Co-operation and Development have formulated educational policies aimed at providing better education to more students. However, this may be perceived as constituting dilemmatic spaces, where teachers must make efforts to reconcile coexisting political demands in their everyday work. The purpose of this article is to provide insight into how teachers handle coexisting educational policies of increased student retention and performance. Empirical findings from a one-year field study at a Danish vocational school explore how teachers’ decision-making as response to coexisting demands of increased student retention and performance involves the development of various pedagogical approaches to the students: an active ‘caring’ approach, a passive ‘wait until this class is over’ approach, an active ‘vocational gate-keeping’ approach, and a passive ‘wait and see whether they drop out’ approach. Based on the findings, it is argued that the various pedagogical approaches are developed through social negotiations with leaders, students, and other teachers. Moreover, these pedagogical approaches lead to the development of further negotiated, dilemmatic decisions to be made. Thus, a dynamic approach to teachers’ dilemmatic decision-making is proposed. 相似文献
16.
Chris Atkin 《International Journal of Lifelong Education》2013,32(3):253-265
This article compares and contrasts the views of educational policy makers and consumers within Lincolnshire, an English rural county, using Bourdieu's notion of ‘habitus’ as a vehicle for analysis. The article focuses on the relative importance of education as cultural capital in determining the motivational factors affecting participation in lifelong learning. The article considers lifelong learning in the context of ‘continuing education’. If lifelong learning is characterized into three discrete yet connected phases: the first, ‘full-time education’ from the age of 5 until leaving full-time education at age 16, 18 or 21; the second, the ‘transitional phase’ between school and work at age 16–21; the third, ‘continuing education’ beyond the age of 21; it is the policies and attitudes to this third phase described in this paper. Education for adults rather than simply the education of adults. Interviews with small groups of learners and an experienced manager of lifelong learning policies in Lincolnshire are used to illuminate clear differences between the continuing education providers' expectations of lifelong learning and those of the learners. The conclusions reaffirm the importance of community and cultural tradition in education and highlight the importance of family learning within the rural context. 相似文献
17.
Athena Vongalis‐Macrow 《British Journal of Sociology of Education》2007,28(4):425-439
Analysis of teachers’ agency as multifarious change, embedded in educational reform in the global era, stands largely unexamined in educational policy. Although the concept of teachers as agents has political implications, beyond this, examining teachers’ agency offers ways of describing and reviewing changes to teachers’ work and relations within evolving education systems. Local systems draw from globally orientated education policies, which continue to influence to the way that local systems redesign education. In the global context, education systems are complex interactions between structure and agency, evidenced as ‘multiplicity undergoing change’. In other words, there is dynamic and dialectic interplay between structure and agency. Teachers’ agency, germane to dynamic interplay, means that teachers are not only engaging in the reproduction of structural change aligning globalization‐driven reforms to their work and practice, but also, in adapting and reacting to new structural conditions, they are transformed through their actions. In this paper, the focus becomes teachers’ agency as a framework for understanding how teachers are redesigned and reassembled to do things differently within restructured education systems. Finally, the discussion considers the possible consequences of teachers work and practice, given teachers’ agency relative to the macro policy of superfigures and the transitional national/global structures. 相似文献
18.
This article presents a different portrait of Singapore's educational success, using data collected from a qualitative in-depth interview study of a group of Singaporean youths, showing the cost of its education policies in terms of youth subjectivities. How the participants categorise their temporalities, that is, their lived experiences of time, shows how a modernistic temporality geared towards credentialist and materialist goals is regarded as more legitimate than temporalities such as creative becomings, engagement or coevalness. Juxtaposing the discourse of legitimate/illegitimate temporalities against the discourse of education reform, this article defamiliarises the ways in which temporalities are valorised. This article also highlights how, by promoting narrow forms of ‘love’ for the country, and ‘creative’ and ‘critical’ thinking, educational reform can manage subjectivities to accept, rather than contest, existing personal, national, and global realities. 相似文献
19.
Kerry Shephard John Harraway Tim Jowett Brent Lovelock Sheila Skeaff Liz Slooten 《Environmental Education Research》2015,21(6):805-820
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship. 相似文献
20.
Sally Tomlinson 《牛津教育评论》2013,39(1):59-74
This article attempts to explain why it is that in England, despite twentieth‐century moves towards egalitarianism in education, the selection and segregation of those regarded as being gifted, talented, or of higher ability in better resourced schools and programmes is now increasingly acceptable. Explanations for moves away from attempts to offer a common curriculum in equally well‐resourced comprehensive schools centre round the hegemonic view that in a world of global economic competitiveness, national economies need to nurture high levels of knowledge and skills. Unsurprisingly, selective policies benefit the upper socio‐economic groups with some concessions made to selecting out the able poor. The latest set of selective policies adopted by the English government centre round programmes for the ‘Gifted and Talented’. The article uses work from the Frankfurt school of critical theorists, notably Herbert Marcuse’s notion of ‘One‐Dimensional Man’ to suggest that there is an irrational one‐dimensional view of the world economy which leads to a competitive scramble to acquire élite qualifications, abandoning notions of equality and meritocracy, and deploying ruthless strategies which require economic, cultural and social capital. Parents and students in this one‐dimensional world are subject to a permanent oppressive educational competition. The article concludes that many middle‐class parents may come to feel dispossessed as promises held out for education and employment fail to materialise, and success in a competitive global economy proves to be a one‐dimensional mirage. 相似文献