A World Culture of Schooling?

Anderson‐Levitt, Kathryn M.

doi:10.1057/9781403980359_1

Cited by 84 publications

(67 citation statements)

References 28 publications

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“…As the opening editorial to the new 2003 journal Globalisation, Societies and Education-the very founding of this journal indicates the growing importance of globalization and education as a field of study-states (Dale & Robertson, 2003), "Formal education is the most commonly found institution and most commonly shared experience of all in the contemporary world" (p. 7). However, globalization of education does not mean that all schools are the same, as indicated by studies of differences between the local and the global (Anderson-Levitt, 2003).…”

Section: Defining Globalization and Educationmentioning

confidence: 99%

Research on Globalization and Education

Spring

2008

Review of Educational Research

319

169

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Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global trends support educational alternatives that will preserve local languages and cultures, ensure progressive educational practices that will protect the poor against the rich, and protect the environment and human rights.

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Section: Defining Globalization and Educationmentioning

confidence: 99%

Research on Globalization and Education

Spring

2008

Review of Educational Research

319

169

View full text Add to dashboard Cite

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“…Despite the fact that there is not a single study which establishes such a direct and strong link between a pedagogical approach and economic growth (Alexander 2008), this premise persists in the minds of policy-makers in many contexts (see Altinyelken 2012). Another significant appeal of SCP, which is perhaps not lesser in importance to economic development discourse, is its promises of making learning more democratic (Sriprakash 2010) and potentials to promote democratic citizenship among children and young people (Anderson-Levitt 2003).…”

Section: Introductionmentioning

confidence: 99%

Democratising Turkey through student-centred pedagogy: opportunities and pitfalls

Altinyelken

2015

Comparative Education

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Global reform talk on pedagogy has been converging around student-centred pedagogy (SCP) in recent decades. One of the significant appeals of this pedagogical model is its democratisation potentials. This article seeks to empirically study SCP's role in democratising learning and promoting social democratisation by taking the case of Turkey, a country whose democracy has been defined as being in acute crisis. The data are drawn from interviews with teachers and school management at eight public primary schools in Ankara. The study is mainly concerned with the potential of SCP in promoting democratic learning in classrooms, and understanding how broader social, cultural and political contexts support or impede such democratisation efforts. The paper will explore if adherence to democratic learning is more than rhetoric, particularly when serious limitations to social and political democratisation continue to persist in Turkey under the regime of the AKP. IntroductionA remarkable convergence has taken place in the pedagogical field since the 1990s, favouring approaches rooted in constructivism, a theory of learning which emphasises the active participation of learners in knowledge-construction processes (AndersonLevitt 2003;Altinyelken 2012). This can be seen as an unusual convergence, since pedagogy, understood as 'both the act of teaching and the ideas, values, knowledge and evidence that shape and justify it' (Alexander 2015, 253) is highly context-dependent. 'Constructivism stresses the socially and culturally situated nature of the learner; their active involvement in the learning process; instructors as facilitators and learning by doing. In other words, learners are active constructors -or with teachers, co-constructors -of knowledge' (Schweisfurth 2011, 22). Student-centred pedagogy (SCP) is one of the approaches rooted in constructivism, and attained global education policy status by the late twentieth century. SCP underscores that knowledge, values and competencies should prioritise self-directed learning and learning to learn, and students should be encouraged to think critically, pose questions and discuss their viewpoints. Hence, it suggests a 're-culturing of the classroom' (Windschitl 2002) and proposes changes to the identity of students and teachers. Students are envisaged as autonomous, independent, responsible, communicative, and critical, fully engaged in co-constructing knowledge; while teachers are depicted as facilitators, mediators and knowledge brokers (Schweisfurth 2013).

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“…However, as studies noting differences between local and global dimensions in education systems indicate (i.e., Anderson-Levitt, 2003), educational globalization does not automatically imply or require uniformity among all schools and all school leaders; rather, many influences affect the motivations regarding and implementation of internationalization. Steiner-Khamsi (2004) further notes that "[e]ducational transfer from one context to another not only occurs for different reasons, but also plays out differently" (p. 202).…”

Section: The Global-local Nexus In Educationmentioning

confidence: 99%

Internationalization Motivations and Strategies of Israeli Educational Administration Programs

Yemini

Giladi

2015

Journal of Studies in International Education

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Internationalization became a mainstreamed goal of almost every higher education institution, and institutions are expected to proactively implement this process. Although as an academic discipline, education is considered to be one of the most contextrelated and locally oriented ones, it had not avoided pressures to internationalize. Within the flurry of research on internationalization, a paucity of information exists on the perceptions of academic leadership regarding internationalization within academic educational administration programs, which are preparing future schools' leadership, who may in turn act as catalysts or inhibitors of internationalization at schools. This study aims to fill this gap with a comprehensive, in-depth, interview-based analysis of the views and opinions of educational administration program directors within diverse contextual settings in the Israeli higher education system, including the large research universities and colleges in the Jewish and Palestinian-Arab sectors, with both secular and religious inclinations. We identified three major discrete themes in the perceptions of educational administrative directors regarding internationalization: (a) the program's purpose, (b) internationalization's relations with the institutions' goals, and (c) internationalization's meaning. This study sheds light on the motivations for and obstacles facing internationalization from the underresearched perspective of educational administration degree program directors operating within the complex tension of the global-local nexus in education systems.Keywords globalization and international higher education, internationalization of the curriculum, strategic institutional management of internationalization, national and transnational

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A World Culture of Schooling?

Cited by 84 publications

References 28 publications

Research on Globalization and Education

Research on Globalization and Education

Democratising Turkey through student-centred pedagogy: opportunities and pitfalls

Internationalization Motivations and Strategies of Israeli Educational Administration Programs

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