Globalisation, the challenge of educational synchronisation and teacher education

Papastephanou, Marianna; Christou, Miranda; Gregoriou, Zelia

doi:10.1080/14767724.2012.690311

Cited by 9 publications

(9 citation statements)

References 33 publications

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“…Within a popularized utilitarianism of gains, losses, and globalized, standardized and measurable results, time that is not spent on raising standards and enhancing competitiveness is considered wasted. Likewise, teachers' time for care and concern for their students remains unrecorded and invisible (Papastephanou, Christou, & Gregoriou, 2012). It is no wonder, then, that almost everybody experiences today 'schizochrony' (Pineau's term).…”

Section: Contemporary Tendenciesmentioning

confidence: 99%

Philosophy, Kairosophy and the Lesson of Time

Papastephanou

2013

Educational Philosophy and Theory

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The conception of time that dominates in the educational world of today is that of measurable, invested and managed chronological time. It is the conception of time that corresponds to current priorities such as performativity, global synchronization of educational systems, raising standards and meeting the challenges of the market. The educational transformation of the self and the world, however, requires another conception of time, one that frames another kind of thought and another meaning of education. This article discusses these two conceptions of time by employing the distinction between chronos and kairos. The aim is not to turn this distinction into a dichotomy; instead, the aim is to recuperate the conception of time as kairos and connect it with a desire of philosophy and with education as a lifelong effort towards transformation rather than success. In a complex relation with chronosophy as time management, kairosophy is thus introduced as a critical reflection on lived time.

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Section: Contemporary Tendenciesmentioning

confidence: 99%

Philosophy, Kairosophy and the Lesson of Time

Papastephanou

2013

Educational Philosophy and Theory

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“…Eacott (2011: 40) points out that strategic leadership 'highlights the importance of examining how cultural, social, historical and political forces within a given context play out'. Studies on strategic leaders show that strategic leaders have to gain an understanding of how different groups conceptualize the organization and to meet the challenges of the diverging and sometimes conflicting expectations of stakeholders by grasping opportunities in time, carefully taking account of external factors and planning the pace and scale of change wherever it fits their organization (Carter and Greer, 2013;Eacott, 2011;Papastephanou et al, 2013). In the studies on leadership preparation, apart from the opportunities for reflection and networking, contextual intelligence about the awareness of societal and organizational culture is also an important competence of effective aspiring school leaders (Lumby et al, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Leading today’s kindergartens

Chan¹

2017

Educational Management Administration & Leadership

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Studies on school leadership in Hong Kong have mainly focused on primary and secondary schools, with only a handful of studies looking at leadership in early childhood education. This paper aims to report the findings of a study on strategic leadership in Hong Kong’s kindergartens. It discusses the challenges that Hong Kong kindergarten leaders are facing and the need for practising strategic leadership. It then reports the findings of practices valued by the leaders of Hong Kong kindergartens. The findings of this study reveal, that apart from the abilities to exercise sound planning and management in school, leaders’ reflective, flexible and systems thinking and their willingness in continuous professional and network development are crucial to leading today’s kindergartens. This study also indicates that leaders’ contextual intelligence is important for exercising strategic leadership. The significance of this study lies in its contribution to the investigation of leadership practices in early childhood education, the need to further explore how well kindergarten leaders are practising strategic leadership and the implications for the development of principal preparation programmes.

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“…This discourse of economic cosmopolitanism within a human capital approach understands effective teaching as a form of ‘universal’ and decontextualized ability that can be applied worldwide. A prominent feature of this discourse is its global educational synchronization; that is, teacher students and teachers around the world are supposed to learn certain competencies necessary for ‘our’ time at the ‘same’ time, thereby neglecting the diachronic temporal perspective that also includes contextualized social and historical aspects (see Papastephanou et al., 2012).…”

Section: Transnational Policy Discourses On Teacher Education: a Cosmmentioning

confidence: 99%

Transnational policy discourses on teacher education: A cosmopolitan perspective

Wahlström

2015

Policy Futures in Education

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In this article, I analyse some of the transnational 'authoritative' policy documents on teacher education and teacher development from a cosmopolitan perspective. The purpose is to explore the possibilities for analysing the characteristics of teacher education and the role of the teacher in transnational texts from a cosmopolitan perspective in order to explore the field of tension between an economic cosmopolitan approach and a moral cosmopolitan approach to justice. Mainly drawing on Amartya Sen and Martha Nussbaum, I argue that it is possible to go beyond a limited economic perspective in order to make an alternative approach to teacher education visible, where the possibility to revitalize and reconstruct local school activities is in focus. One conclusion is that teacher education in transnational policy texts can be understood both within a 'reification discourse' and within a 'reflexivity discourse'. An important distinction between the two discourses is the understanding of critical reflections as related to evidence-based standards or to an understanding of an individual's positionality, relationality and historicity.

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Globalisation, the challenge of educational synchronisation and teacher education

Cited by 9 publications

References 33 publications

Philosophy, Kairosophy and the Lesson of Time

Philosophy, Kairosophy and the Lesson of Time

Leading today’s kindergartens

Transnational policy discourses on teacher education: A cosmopolitan perspective

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