Globalization and Education: Demonstrating a “Common World Educational Culture” or Locating a “Globally Structured Educational Agenda”?

Dale, Roger

doi:10.1111/j.1741-5446.2000.00427.x

Cited by 297 publications

(208 citation statements)

References 6 publications

Supporting

Mentioning

167

Contrasting

Unclassified

Order By: Relevance

“…1 En parte porque la definición de las políticas nacionales se realiza en un marco de interrelaciones y flujos que los trascienden, los cuales son muchos más intensos y muchas veces más sutiles que en décadas pasadas. Parte de estas interrelaciones y flujos se hace ahora a partir de mecanismos diversos (DALE, 1999) 2 , que actúan de forma más o menos evidentes en la configuración de las "agendas internacionales" (DALE, 2000), las cuales, a su vez, impactan de forma diferenciada en cada uno de los países. De esta manera, los mecanismos mencionados contribuyen tanto a configurar las agendas como a instalarlas en el centro de las políticas de los distintos Estados (DALE, 2007); proceso que tiene lugar, muy especialmente, a través del papel que juegan actualmente los OI.…”

Section: Introductionunclassified

Desarrollo profesional docente en el discurso de los organismos internacionales

Monarca

Ayuso

2015

REEC

View full text Add to dashboard Cite

RESUMENEl objetivo del artículo es presentar las concepciones y tendencias sobre el Desarrollo Profesional Docente (DPD) de los discursos de los Organismos Internacionales (OI). La metodología empleada fue el análisis del discurso, para lo cual se han analizado 39 documentos editados por: UNESCO, OCDE, OEI y PREAL producido entre el año 2005 y 2012. El análisis se ha realizado a partir de 8 categorías siguiendo una lógica deductivainductiva-deductiva. Los resultados reflejan que, en términos generales, los discursos suelen estar caracterizados por abordar aspectos acotados del DPD. Como conclusión hay que destacar que el DPD, desde estos discursos, no ha logrado instalar una conceptualización realmente sistémica y dinámica de la temática. De la misma manera, hay que advertir sobre ciertas conceptualizaciones que empobrecen o debilitan la misma concepción de DPD.

show abstract

Section: Introductionunclassified

Desarrollo profesional docente en el discurso de los organismos internacionales

Monarca

Ayuso

2015

REEC

View full text Add to dashboard Cite

show abstract

“…The effects of these dynamics make themselves felt most acutely in changes in both the pattern and the scale of governance, setting up a globally structured agenda for education (Dale, 2000;2005: 57-59;Antunes, 2001;.…”

Section: Desired Effects: Aligning Education In Europementioning

confidence: 99%

Governance and the European Education Area: Regulating Education and Visions for the ‘Europe’ Project*

Antunes¹

2009

rccsar

View full text Add to dashboard Cite

The "indirect effects" of the dynamics of globalisation in the field of education are visible both in the changes in the process of designing education policies and in the reconfiguration of education governance. Thus, where the Bologna Process is concerned, what seems to be on the agenda is a convergence with the model of market regulation, through the creation of mechanisms and bodies such as quality assurance and accreditation systems and agencies. In addition, the form of regulation determined by objectives represents a decisive development in processes of management of social and educational change in different sectors of education systems. The flagship-project of constructing a European Education Area and the lifelong learning paradigm appear to partake of the new legitimising myths that derive from the desire to envelop in the same sweep the planning of the physical, social and symbolic territory and the creation of subjects.

show abstract

“…Globalization is rightly described as a phenomenon characterized by the separation of time and space and their stretching beyond any boundaries, whereby the immediate surroundings are shaped by the distant happenings and vice versa [1][2] [3]. In globalization age, there is an increasing of interconnection and interdependence among people across the globe through various forms of activities, such as trading, traveling, investment, popular culture and other form of interactions that lead to the narrowness of the geographic, economic and cultural boundaries of a country [4][5] [6] [7].…”

Section: Introductionmentioning

confidence: 99%

Teaching Character Education to Primary School Students through Javanese Ethnolinguistics

Suciptaningsih¹,

Widodo²,

Haryati³

2017

Proceedings of the 9th International Conference for Science Educators and Teachers (ICSET 2017)

View full text Add to dashboard Cite

Globalization as the most powerful phenomenon of the present time is widely contested for its positive and negative outcomes. To Indonesian context, particularly to the Javanese, it brings more negative impacts than the advantages causing the decrease of primary school students' character as seen from their disobedient to be the observance of their own indigenous culture and ethics. The purpose of this research is to find out the impact of Javanese ethno-linguistics intervention to the character of primary school students. This research used qualitative method. There were 60 lower primary school students (class IV) taken as the subject of the study. They were from four Elementary schools at Central Java. The research had been conducted for three months. The data were collected through observation, interview and documentation. The data were triangulated and analyzed by using Miles and Huberman techniques. The results showed that after giving ethno-linguistic treatment for three months teaching the students through Javanese song, Geguritan (Javanese poems), macapat (Javanese hymne) and geguritan competitions, and various Javanese literacy activities, the students show positive changes of their characters. They show more appreciation to others; they love their indigenous heritage, have good manners, use kromo alus (the most polite style), and become more obedient to their parents. These results are so much different from their characters before the treatment. It can be concluded that the ethno-linguistic approach can improve students' characters.

show abstract

Globalization and Education: Demonstrating a “Common World Educational Culture” or Locating a “Globally Structured Educational Agenda”?

Cited by 297 publications

References 6 publications

Desarrollo profesional docente en el discurso de los organismos internacionales

Desarrollo profesional docente en el discurso de los organismos internacionales

Governance and the European Education Area: Regulating Education and Visions for the ‘Europe’ Project*

Teaching Character Education to Primary School Students through Javanese Ethnolinguistics

Contact Info

Product

Resources

About