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Adult education in political ecology entails critically and constructively observing the interactions among the actors involved in socioecological conflicts at global and local scales. This definition invites transcending environmental education and education for sustainability’s frontiers, examining the ontology, or the ‘place’, from where actors co-construct these conflicts. If actors don’t question the reified and divided assumptions of the ‘self’ and ‘reality’ at the base of these conflicts, the creative and transformative potential of becoming together cannot unfold. The transformational learning approach is a coherent way of addressing this challenge, as it promotes an ontological change in actors and their worldview. The training experience offered by the University of Santiago provides insights into how transformational education’s perspective can contribute to education in political ecology, inciting an acknowledgment of the self and the world as a complex and dynamic entanglement of actors. 相似文献
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Steven Lewis 《教育政策杂志》2017,32(3):281-302
This paper explores Programme for International Student Assessment (PISA) for Schools, a local variant of the Organisation for Economic Cooperation and Development (OECD’s) influential PISA that not only assesses an individual school’s performance in reading, mathematics and science against international schooling systems, but also promotes 17 identical examples of ‘best practice’ from ‘world class’ schooling systems (e.g. Shanghai-China, Singapore). Informed by 33 semi-structured interviews with actors across the PISA for Schools policy cycle, and supplemented by the analysis of relevant documents, the paper provides an account of how these concrete examples of best practice are represented in the report received by participating schools. Drawing upon thinking around processes of commensuration and the notion of ‘governing by examples’, the paper argues that PISA for Schools discursively positions participating schools as somehow being commensurable with successful schooling systems, eliding any sense that certain cultural and historical factors – or ‘out of school’ factors – are inexorably linked to student performance. Beyond encouraging the problematic school-level borrowing of policies and practices from contextually distinct schooling systems, I argue that this positions the OECD as both the global expert on education policy and now, with PISA for Schools, the local expert on ‘what works’. 相似文献
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Sarah A. Robert 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):485-498
Education reform continues around the globe, though questioned and critiqued in relation to goals of democratizing educational decision-making. Newspapers are one site of contestation and negotiation where struggles over global reform discourses are contextualized in ‘obvious’ and ‘natural’ local language. In this article, I argue that gender discourses are a powerful heuristic employed to push particular education agendas and particularly gendered ones that do not necessarily reflect education reform goals for democratizing educational decision-making or improving equity. I analyzed Argentina's education reform in two national newspapers from 1 November 2001 to 1 November 2002 to reveal the role of gender in reform mediation at the national level. The findings and their interpretation illustrated how educational institutions and actors were situated in a gendered hierarchy with responsibilities and authority. Evoking masculine and feminine roles, representations, and identities in everyday ‘natural’ language lent a familiarity to seemingly abstract and neutral global education reform goals, replicating context-specific educational decision-making processes. 相似文献
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This article traces the emergence of the world culture theory in comparative education using critical discourse analysis. By chronicling the emergence and expansion of world culture theory over the past four decades, we highlight the (unintended) limitations and exclusive regimes of thought that have resulted. We argue that the theory's telos of a ‘world culture’ neglects the notions of power and agency, and continues to use discourses of modernism and ‘scientific’ methodology to justify conformity as the reigning global ‘norm’. The world culture theory ultimately results in an unwitting legitimisation of neoliberal policies and its varied educational projects. Drawing on the micro-, meso- and macro-levels of discourse analysis, we examine how the semantics and content of the world culture theory have evolved as it embraced an increasingly large and diverse community of scholars aligned with it. By highlighting some significant semantic shifts during the last four decades, we explore how the world culture theorists forged a relatively new (privileged) space in comparative education – a space that has increasingly turned deterministic and normative. Through a careful deconstruction of some of the basic assumptions of world culture theory, we call for reopening of an intellectual space for new ways of thinking about educational phenomena in the context of globalisation. 相似文献
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Patterns of participation in higher education (HE) in the UK, as elsewhere, have been marked by social inequalities for decades. UK Governments have responded with a plethora of policies and agendas aimed at addressing this broad social issue. However, little is known about how higher education institutions (HEIs) interpret and ‘enact’ these policies in relation to institution-specific contexts. Drawing on concepts from policy sociology this paper examines how HEIs in one nation state, Wales, enact its Government’s policy on ‘widening access’ to higher education. Interviews with a range of ‘policy actors’ along with analyses of institutional ‘widening access’ policy documents, reveal divergences between HEIs in how this policy agenda is interpreted and delivered. These differences reflect institution-specific contexts – not least their internal politics and assumptions about the type of students they admit, but also their interests and priorities in relation to their positions within a global, marketised, HE system. The implications of this for the reproduction of university hierarchies in the UK, as well as social inequalities more generally are brought to the fore. 相似文献
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Larissa McLean Davies Brenton Doecke Philip Mead 《Changing English: An International Journal of English Teaching》2013,20(3):224-240
Recently Australia has witnessed a revival of concern about the place of Australian literature within the school curriculum. This has occurred within a policy environment where there is increasing emphasis on Australia’s place in a world economy, and on the need to encourage young people to think of themselves in a global context. These dimensions are reflected in the recently published Australian Curriculum: English, which requires students to read texts of ‘enduring artistic and cultural value’ that are drawn from ‘world and Australian literature’. No indication, however, is given as to how the reading and literary interpretation that students do might meaningfully be framed by such categories. This essay asks: what saliences do the categories of the ‘local’, the ‘national’ and the ‘global’ have when young people engage with literary texts? How does this impact on teachers’ and students’ interpretative approaches to literature? What place does a ‘literary’ education, whether conceived in ‘local’, ‘national’ or ‘global’ terms, have in the twenty-first century? 相似文献
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Chinese kindergartens’ over 110 years of adaptation of foreign models is a vivid example of how globalization comes into direct contact with Chinese culture and creates cultural hybridities. Learning Stories as a narrative assessment tool to children’s development from New Zealand, has swept China with the endorsement from the professional organizations and local authorities, especially attracting many followers in Beijing. Based on a two-year participatory action research in Beijing, the article examines Learning Stories as policy borrowing, redesigned as an innovative reflection tool for professional learning community which results from processes of mutual influence between the global and the local. The article highlights the importance of culture and context in considering professional development and the ‘fluid’ and dynamic nature of ‘glocalization’ working towards integration of globalization and localization. Furthermore, borrowing or learning foreign policies in preprimary education can be seen as one of governmental strategies to assimilate education more thoroughly than ever before into a network of disciplinary procedures and voluntary self-control. 相似文献
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We examine how global pressures for competitiveness and gender equality have merged into a discourse of ‘inclusive excellence’ in the twenty-first century and shaped three recent German higher education programmes. After placing these programmes in the larger discourse about gender inequalities, we focus on how they adapt current global concerns about both being ‘the best’ and increasing ‘gender equality’ in locally specific ways, a process called vernacularisation. German equality advocates used ‘meeting international standards’ as leverage, drew on self-governance norms among universities, used formal gender plans as mechanisms to direct change, and set up competition to legitimate intervention. This specific incremental policy path for increasing women's status in German universities also mobilised the national funding agency and local gender equality officers as key actors, and placed particular emphasis on family friendliness as the expression of organisational commitment to gender equality. 相似文献
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Globalisation,transnational academic mobility and the Chinese knowledge diaspora: an Australian case study 总被引：1，自引：0，他引：1
Rui Yang Anthony R. Welch 《Discourse: Studies in the Cultural Politics of Education》2010,31(5):593-607
The master discourses of economic globalisation and the knowledge economy each cite knowledge diasporas as vital ‘trans-national human capital’. Based on a case study of a major Australian university, this article examines the potential to deploy China's large and highly-skilled diaspora in the service of Chinese and Australian scientific and technological development. It finds that at a time when much of the world is deeply mired in a global financial crisis, this treasured resource of highly-skilled intellectuals assumes even greater significance. Meanwhile, there are key challenges to be confronted to fully utilise China's overseas talent. It argues that the Chinese knowledge diaspora are a modern kind of cosmopolitan literati, and could contribute actively to higher education internationalisation in both Australia and China. 相似文献
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Ayesha Khurshid Alexis Saba 《Discourse: Studies in the Cultural Politics of Education》2018,39(4):550-563
In a world marred by the fears of religious extremism, Muslim women have become subjects of various global projects that aim to modernize ‘traditional’ Muslim societies through women’s education and empowerment. Embedded in these discourses is an assumption that all educated Muslim women will empower themselves through challenging the ‘oppressive’ structures of their families and communities. This paper challenges these homogeneous narratives of education and empowerment through highlighting the complexities of educated women’s daily lives in rural Pakistan. We situate the lived experiences of rural educated Pakistani women in global mainstream as well as in local historical narratives regarding the role and purpose of education for women. Our analysis reveals how the educated women participants’ lives were shaped by a complex gendered hierarchy that facilitated educated women to take on new roles while simultaneously requiring them to maintain harmonious relationships with family and community members. 相似文献
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Globalisation and internationalisation are both taken as salient features of our times in significant modern and post-modern social theories. Their impacts on the university are substantial. This study examines how Chinese universities are responding to these phenomena, using South China Normal University as an example. By presenting an analysis of China's internationalisation of higher education through an in-depth case study in an international context, the article captures some of the university's experience in its cultural complexity and social contexts. It sheds light on the general current state of internationalisation in the mainstream of China's higher education, and underscores the idea that changes attributed to globalisation are modified and fashioned by the particular circumstances and choices of local institutions. The study reveals how local circumstances offset and/or resist the global, and how difficult it can be to manage the global within the local in a new, changed context. 相似文献
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Barbara Schulte 《课程研究杂志》2018,50(5):624-637
ABSTRACTIt is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments.In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors. 相似文献
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《Critical Studies in Education》2013,54(4):407-425
ABSTRACTThis paper explores some of the fundamental contradictions related to the commercialisation of education and how Pearson plc – ‘the world’s leading multinational education company’ – is trying to overcome these challenges through discourse and semiotics. Pearson’s Efficacy Framework is a semiotic-calculative device created to measure the impact of educational products and services sold by the company. This paper examines the ways in which the efficacy programme and tools developed by Pearson represent a type of ‘social fix’ intended to resolve contradictions linked to education commercialisation by demonstrating the ‘measurable impact’ and ‘outcomes’ resulting from its educational products and services and communicating that to customers, shareholders, policymakers, state managers and partners. Efficacy will be analysed as it relates to a hegemonic ‘knowledge brand’ in the making in education that is being actively promoted and appropriated by Pearson. Pearson, therefore, aims to construct a corporate brand and reputation around efficacy based on legible measures of performance, which this paper argues is in response to risks and contradictions associated with the commercialisation of education. 相似文献
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Getnet Tizazu Fetene 《教育政策杂志》2013,28(4):425-441
Set against trans‐ or supra‐national policy initiatives which have framed the HIV/AIDS pandemic as in part a pedagogical issue, this paper critically explores local understandings of sexual practices (generally) as well as of HIV/AIDS (more specifically) among young people in the sub‐Saharan African country of Ethiopia. Ethiopia has the third largest number of HIV/AIDS infections in the world, behind only South Africa and India. Like many countries dealing with this pandemic, the Ethiopian government has articulated its response to a broader set of global presses, including those around information and education. Such responses, we will argue, are helpful but have important limitations. As this study shows, knowledge about safer sex practices and the dangers of HIV/AIDS are by now well known among many Ethiopian youth. Yet, this knowledge does not always effect behavioral change. Taking condom use as a key exemplar, we will look at how Ethiopian youth narrate their own sexual experiences, conduct, and practices. Deeply informed by the work of Pierre Bourdieu, we look to open new ‘thinking tools’ for a range of actors addressing this global pandemic in situated contexts. In particular, we challenge the ‘pedagogical subject’ – a subject lacking key information – interpolated into many of these policies. We highlight, instead, new disjunctures between emergent discourses around sex and sexuality as well as long‐standing, conservative attitudes toward gender. 相似文献
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Steven Lewis 《British Journal of Sociology of Education》2018,39(5):683-697
This article examines emerging techniques of educational governance – based on time, difference and potential – enabled by the Organisation for Economic Cooperation and Development’s PISA-based Test for Schools (‘PISA for Schools’). I show how PISA for Schools facilitates the production of difference through comparative test data, allowing educators to imagine, and bring about, different potential futures. Drawing on Deleuze’s thinking around forms of difference, and the governance function of potentiality, and informed by interviews with key PISA for Schools policy actors, I illustrate how the visualisation of difference produces a local desire amongst schools and educators to become other than they currently are across multiple temporalities, and how this ‘impetus to action’ makes new actions and futures possible. This constitutes what I theorise as ‘governing through difference and potential’, where the underlying logic is for teachers to work on themselves in the present to continually improve the future. 相似文献
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Clayton Pierce 《Environmental Education Research》2015,21(3):460-477
This paper attempts to answer this question: what should ecoliteracy mean in a biocapitalist society? The author situates his analysis of this question within the general context of the neoliberal reconstruction of education in the US. Specifically, focus is given to the shared model of governmentality GE food industries and education policies both utilize to manage life in the field and classroom – one where optimizing the value of plants and people for ‘flat world’ economic competition is the defining goal. Given this landscape, I suggest that what some environmental educators have called ‘ecological literacy’ or ‘critical ecoliteracy’ must now include a dimension that rejects the ways both human and nonhumans are progressively being implicated into biocapitalist enterprises. I offer an example of how biocapitalist industries educate market understandings of life by looking at how the GE food industry’s educational projects attempt to teach students and the public to think of nature and themselves as entrepreneurial actors. In the final section, I provide an example from my research using actor network theory in learning gardens as a way to develop a theory and practice of ecoliteracy that is capable of identifying and resisting the ways both human and nonhuman life are being captured and reconstructed within biocapitalist development ventures. 相似文献
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Iveta Silova 《比较教育学》2019,55(4):444-472
ABSTRACTThe publication of Noah & Eckstein's Toward a Science of Comparative Education (1969, Macmillan, NY) marked the beginning of an increasingly narrow research trajectory in comparative education, claiming a universality for Western knowledge and privileging scientific rationality in research. Juxtaposing the ‘science’ to Lewis Carroll’s ‘Alice in Wonderland’, such comparative education relegated more-than-human worlds and spiritual domains of learning – and being – to our collective pasts, personal childhood memories, or imaginations. How can we reorient and attune ourselves toward a Wonder(land), rather than a Science of comparative education exclusively, opening spaces for multiple ways of making sense of the world, and multiple ways of being? How can we reanimate our capacity toengage with a more-than-human world? Based on the analysis of children’s literature and textbooks published during various historical periods in Latvia, this article follows the white rabbit to reexamine taken-for-granted dichotomies – nature and culture, time and space, self and other – by bringing the ‘pagan’ worldviews or nature-centred spiritualities more clearly into focus, while reimagining education and childhood beyond the Western horizon. 相似文献