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1.
Elisabeth Taylor Peter Charles Taylor Saul Karnovsky Anne Aly Nell Taylor 《Asia Pacific Journal of Education》2017,37(2):193-204
The Bali bombings of 2002 and 2005 confronted Australia and its neighbours directly for the first time with the dangers of violent extremism. Since then, the Bali Peace Park Association (BPPA), consisting of former victims, their families and other interested parties, has been lobbying for the creation of the “Bali Peace Park” to be built on one of the bombing sites. Peace parks have been conceived as community-driven projects against violent extremism, and the planned Bali Peace Park embodies this principle. In 2012, the BPPA initiated “Beyond Bali”, an ambitious and highly relevant curriculum development project, and secured funding from the Australian Attorney General’s Department. Drawing on the expertise of a counter-terrorism expert, two university education experts and the first-hand experiences of victims and their families, the Beyond Bali curriculum package was created. Beyond Bali covers a range of topics and activities, including social science studies and ethical dilemma learning, is suitable for Years 8 and 9 students studying the Australian Curriculum, and is available for free from the BPPA: http://www.balipeacepark.com.au/beyond-bali-education-package.html. In this paper we position Beyond Bali as a transformative education resource within the fields of peace and global education and argue that it embodies UNESCO’s “learning to be” principle. 相似文献
2.
Seth Brown 《Quest (Human Kinetics)》2013,65(3):150-163
De Coubertin developed the sport philosophy of Olympism and the Olympic Games as a response to social and political crisis to promote peace, fair play, and the development of Christian masculinity. The purpose of this paper is to examine how crisis discourse functions as an important shaper of contemporary understandings of Olympism and how conflicting discourses have mobilized crisis discourse to produce competing ‘truths’ in which to rationalize and understand the Olympic Games. In drawing from Foucault's work and de Certeau's text, Heterologies: Discourse on the other, I argue that ‘crisis’ as the rationalization for Olympism and the Olympic Games has proven an unsuccessful venture for de Coubertin; as the Olympic Games have produced conservative outcomes based on a neoliberal agenda focused on elitism, professionalism, nationalism, and commercialism. This historical case raises important questions about the role of Olympism and its power to act as a catalyst for change. 相似文献
3.
It is impossible to consider contemporary science education in isolation from globalisation as the dominant logic, rethinking
and reconfiguring social and cultural life in which it is located. Carter (J Res Sci Teach 42, 561–580, 2005) calls for a close reading of policy documents, curriculum projects, research studies and a range of other science education
texts using key concepts from globalisation theory to elucidate the ways in which globalisation shapes and is expressed within
science education. In this paper, we consider an example from our own practice of a school-based curriculum project, Sustainable Living by the Bay, as one such instance. The first section reviews neoliberalism and neoconservativism necessary to understand how globalisation
penetrates education, while the second outlines aspects of the curriculum project itself. As there were many different facets
to the development and implementation of a project like Sustainable Living by the Bay, there is space only to elaborate two examples of the globalisation discourse. The first example concerns the government policy
initiative that funded the project while the second example focuses on learner- centred pedagogies as globalisation’s pedagogies
of choice. 相似文献
4.
Laurence Tamatea 《Globalisation, Societies & Education》2005,3(3):311-334
The paper’s focus is The Dakar framework for action—education for all: meeting our collective commitments, which presents the UNESCO, G8, World Bank and International Monetary Fund’s blueprint for the ‘development’ of education globally by 2015. Taking a discourse analytic approach, discussion of the Dakar framework make two claims. The first is that the Framework has a Matrix‐like effect in that it potentially closes out other ways of thinking about and practicing education. The second argument is that the apparent contradiction between its deployment of a human rights centered discourse and neo‐liberal discourse that establishes this Matrix‐like effect, must be understood as something more than simply an exercise in lies, deception and rhetoric. Rather, the Matrix‐like effect of the Framework succeeds not because the Framework lies, but because it doubly exploits the very same ambivalence in liberal‐humanism that facilitated the European control of ‘Others’ in an earlier era of globalisation. Gandhi who challenged the Matrix‐like effects of globalising British Empire power in this earlier era of globalisation is referred to in the paper as a real figure of history to exemplify the Neo figure in the discussion of the Matrix as a metaphor for the neo‐liberal EFA policy. 相似文献
5.
This article tries to contribute to the critical debate on the ideological and globalising potential of education for sustainable development (ESD), which exists in the research field of environmental education, by highlighting potential contradictions in the argumentation for ESD’s ideological and globalising tendency. Further, the authors of this article argue for an alternative perspective on how education policy on ESD can be seen to contribute to globalisation and homogenisation by merging two conceptualisations of ‘globalisation as connection' and the role of ‘empty signifiers' in political discourse. The ambition with the merger is not to provide a universal explanation of globalisation and ideology, instead, the intention is to outline an alternative theoretical outlook that allows for an empirical study of the processes that can be seen to feed into or interrupt the preservation of hegemony in a global setting. 相似文献
6.
Casey Ryan Kelly 《Quarterly Journal of Speech》2016,102(4):353-375
Moving from opposition to participation, the Adolescent Family Life Act (1981) and the development of abstinence education marks the conservative movement's pivot to a rhetorical strategy of tolerance that enabled it to coopt the public culture of sex discourse. Working from Herbert Marcuse's theory of “surplus repression,” I argue that the New Right seized the liberationist argument for open public discourse about sexuality to sublimate libidinal desires into a national project of familial (re)productivity. The AFLA is significant in the rhetorical history of sex education because it demarcates the transition to a productive form of biopolitics that sought to manage sexuality by instrumentalizing rather than censuring bodily desire. Conservative sex talk illustrates how Eros—transgressive, creative, and erotic desires—is channeled into the discursive production of hyper-functional subjects invested in their own subjugation. 相似文献
7.
Chris Burgess 《Globalisation, Societies & Education》2015,13(4):487-507
In Japan in recent years, there has been much discussion of the need for global human resources alongside criticism of Japanese youth as having an ‘inward-looking’ (uchimuki) orientation. Drawing out the contradictions apparent in a youth apparently reluctant to leave Japan and companies, universitiesand government seemingly desperate to nurture and attract global talent, this paper frames the uchimuki discourse as a cover for an insular Japan and its failure to attract and foster ‘global human resources’.As such, the two discourses shed a great deal of light on Japan's complex relationship with globalisation. 相似文献
8.
The purpose of this paper is to exemplify a ‘grass-roots’ change based on Dewey's experimental progressive education model employed in the ‘Bridge over the Valley’ bilingual school, a Palestinian-Arab and Jewish school in Israel. In order to identify the progressive ‘approach' underlying this change, the ‘method' that guided the implementation of a bilingual school, it's evaluation and then its dissemination to other schools, we used a qualitative case study method to understand whether John Dewey’s theory of education for peace was able to effect change in Palestinian-Arab and Jewish school education in Israel. The case findings describes the use of the progressive approach of education for peace in the ‘Bridge over the Valley’ bilingual school, as it is expressed in the school’s pedagogy, the implementation of the progressive method and in the accompanying discourse. Reciprocal teacher–child relations are considered an important factor to create fertile conditions for learning. The case findings contribute to our introduction of democratic education in a spatial reality. Underlying this approach stood a pedagogical method and conceptualization for conflict resolution and the opening of a space for empowering dialog for co-existence. 相似文献
9.
《Educational Philosophy and Theory》2013,45(4):533-551
In this paper, I discuss globalisation as an empirical reality that is in a complex relation to its corresponding discourse and in a critical distance from the cosmopolitan ideal. I argue that failure to grasp the distinctions between globalisation, globalism, and cosmopolitanism derives from mistaken identifications of the Is with the Ought and leads to naïve and ethnocentric glorifications of the potentialities of globalisation. Conversely, drawing the appropriate distinctions helps us articulate a more critical approach to contemporary cultural phenomena, and reconsider the current place and potential role of education within the context of global affairs. From this perspective, the antagonistic impulses cultivated by globalisation and some globalist discourse are singled out and targeted via a radicalization of educational orientations. The final suggestion of the article concerns the vision of a more cosmopolitically sensitive education. 相似文献
10.
Carmel Borg 《Globalisation, Societies & Education》2005,3(2):203-225
This paper provides a critical analysis of the EU’s Memorandum on lifelong learning in light of the evolution of the concepts of lifelong education and lifelong learning from the late sixties onward. It also analyses this document in light of the forces of globalisation that impinge on educational policy‐making in Europe as well as the all‐pervasive neo‐liberal ideology. The paper moves from theory to practice to provide critical considerations concerning certain ‘on the ground’ projects being presented as ‘best practice’ in EU documents. It brings out the neo‐liberal tenets that underlie much of the thinking and rationale for these projects, and indicates, in the process, how much of the old UNESCO discourse of lifelong education has been distorted to accommodate capitalism’s contemporary needs. An alternative conception of lifelong learning is called for. 相似文献
11.
Richard Edwards 《Distance Education》1995,16(2):241-255
Post‐Fordism and globalisation are trends in the contemporary world in which the role of the market and consumer are given greater centrality. It has been argued that these trends have consequences of spreading ‘Western’ lifestyles and values around the globe, encouraging cultural uniformity, while also giving greater importance to senses of the local and place, encouraging cultural difference. Drawing on Foucault's notion of discourse, this paper suggests these trends are found also in changing theories of distance education and open learning. It is argued that notions of distance education are part of the trend towards uniformity under conditions of globalisation, while those of open learning are part of the trend encouraging difference and diversity. The discussion is situated within contemporary debates about the modern and postmodern. 相似文献
12.
KA-HO Mok 《Globalisation, Societies & Education》2003,1(2):201-221
Globalisation is a central concept in this paper but it is important to note that 'globalisation' is a highly contested term. Strong globalisation theory argues that the global economy is dominated by uncontrollable global forces in which nation states are structurally constrained and therefore the capacity of modern states eventually declines. Unlike strong globalists, other scholars believe even though there may be similar trends and patterns in public policy and public management domain along the line of privatisation, marketisation, commodification and corporatisation, different governments may use the similar strategies to serve their own political purposes. Hence, modern states may tactically make use of the globalisation discourse to justify their own political agendas or legitimise their inaction. The present paper sets out in this wider context to reflect upon globalisation effects on national policy, with particular reference to how the selected East Asian societies such as the four Tigers, Hong Kong, Singapore, Taiwan and South Korea as well as mainland China have transformed their higher education systems. More specifically, this paper discusses the theme of 'similar trends, diverse agendas' by examining how the selected East Asian governments have reformed their higher education systems to cope with the growing impact of the global tide of marketisation and decentralisation. 相似文献
13.
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
14.
Alexander M. Sidorkin 《Educational theory》2012,62(4):487-500
In this review of three recent books on higher education, Alexander Sidorkin shows how the disinterested discourse that appears to be anticapitalist and anticommercial is actually a way of obtaining income from state subsidies. What links the books under review—Cary Nelson's No University Is an Island: Saving Academic Freedom, Frank Donoghue's The Last Professors: The Corporate University and the Fate of the Humanities, and Jennifer Washburn's University, Inc.: The Corporate Corruption of Higher Education—is their critical evaluation of the corporatization and commercialization of higher education. In his analysis of this common theme, Sidorkin considers discourse as a means of production, and he maintains that the semiotic fields produced by discourse may create inflationary bubbles unless they engage in innovative discursive practices. Higher education is shaped by the trend toward massification, which makes the innovative discourse essential. Sidorkin concludes that the discursive energy of proponents of higher education should be focused on solving the numerous problems that arise from the massification of higher education rather than trying to reverse the trend and return to some golden age of academia. 相似文献
15.
Jim A. Kuypers 《Quarterly Journal of Speech》2013,99(2):146-167
This essay analyzes a letter written by James Dobson to over 2 million constituents of Focus on the Family. The letter discusses the 1993 Fetal Tissue Research Initiative, and is a complex example of moral‐poetic discourse rising above the scientific ideal in American culture. I first employ a judgmental analysis to determine what Dobson's potential reading audience was being asked to believe. Second, using Kenneth Burke's distinction between semantic and poetic meaning I examine Dobson's discourse as a moral‐poetic response to the amoral stance of scientific discourse. Finally, I analyze the motive underpinning Dobson's discourse to understand the actions of Dobson's envisioned moral agent. This study found that Dobson provided a way out of the moral quagmire science has placed humans in by highlighting mankind's ability to morally act, thereby initiating an individual‐moral redemptive cycle. 相似文献
16.
This article addresses the pedagogical implications and possibilities that globalisation poses for educational policy and praxis as it relates to teaching about difference in an ever more diverse world. Among the most salient questions in an era of accelerated globalisation is how seemingly different cultures, civilisations, nationalities, ethnicities and races are to coexist peacefully in an increasingly borderless world, or whether they are forever destined to experience conflict based on cultural chasms in the guise of a ‘clash of civilisations’. This article highlights the tension between two perspectives on education: education as a force in cultivating intolerance and education as a panacea for intolerance. While not negating the potential for education to remedy social ills, we consider the extent to which education can produce change in the opposite direction. In the following pages, we present a context for our discussion of in/tolerance by providing an overview of the double‐edged, or Janus‐faced, qualities that both education and globalisation possess. We then draw on social‐psychological, anthropological and sociological literatures in bringing together three theoretical constructs—moral exclusion, the genocidal continuum and symbolic violence—in examining how intolerance is created and reproduced within educational settings. Following this overview, we present three vignettes to exemplify the teaching of intolerance in different historical and geo‐political contexts, namely, Nazi Germany, Rwanda and Israel. Finally, we conclude with recommendations that pay particular attention to the kind of education that that teaching of tolerance necessitates. 相似文献
17.
Anthony R. Welch 《比较教育学》2001,37(4):475-492
In this article, the implications for globalisation and Post-modernity are assessed in terms of the self-understanding and practice of comparative education, particularly in relation to contemporary theories of the state, and civil society. It is argued that, while globalisation and post-modernity are usually seen as discrete phenomena, each raises complex questions of difference and hybridity, power and collective action, which can no longer be seen in relation to the nation-state alone. Different meanings of globalisation are canvassed, based in part on Sklair's taxonomy, while examples of the impact of globalisation, especially on higher education, are given. The implications of post-modern thought are also analysed, particularly for research and understanding in comparative education. Referring to Putnam's work on civil society, it is argued that both globalisation and post-modernity are linked to changes in the nature of late capitalism, and crises in the modern state. It is finally argued that neither offers much in practice to the much needed renewal of democracy, including in education; indeed that both arguably contribute to a trend towards individualism, and a retreat from democratic engagement and visions of the social good. 相似文献
18.
When referring to objects, adults package words, sentences, and gestures in ways that shape children's learning. Here, to understand how continuity of reference shapes word learning, an adult taught new words to 4-year-old children (N = 120) using either clusters of references to the same object or no sequential references to each object. In three experiments, the adult used a combination of labels and other object references, which provided informative discourse (e.g., This is small and green), neutral discourse (e.g., This is really great), or no verbal discourse. Switching verbal references from one object to another interfered with learning relative to providing clustered references to a particular object, revealing that discontinuity in discourse hinders children's encoding of new words. 相似文献
19.
Barbara S. Stengel 《Educational theory》2016,66(1-2):227-230
At present, the structures, practice, and discourse of schooling are anchored to a “commercial spirit” that understands students, educators, and parents as economic operators trading competitively in human capital and to a discourse of failure that is disabling those who seek to understand and enact John Dewey's notion of education as democratic practice. Here Barbara Stengel illustrates both the commercial spirit in public schools and the discourse of school failure across two geopolitical settings: Shanghai, China, and urban U.S. schools. She argues that framing the educational enterprise in terms of economic success and failure makes it difficult for educators to address Dewey's vision of democracy and education substantively. Stengel concludes with an acknowledgment that, regardless of putative political commitments, these two public school systems are schooling — though not often educating — the same neoliberal subject, but that Dewey's vision of democracy and education nonetheless remains critical and compelling. 相似文献
20.
Pauline Davis 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):169-184
Background Before the 1990s, an individual or medical model dominated educational research methodology with respect to younger children: the subjects of the research were usually considered untrustworthy sources of information. A subsequent shift towards an ecological model has focused on the child's perspective: however, Lewis and Lindsay have described the development of methods for conducting research with children as slow. Purpose This paper examines how storytelling can be used as a method of collecting authentic and revealing research data from children. The method is suggested as a valuable way in which to gain insights into children's discourse, and is used in this paper in relation to children's discourse about reading. Sample, design and methods The storytelling method was initially trialled in one school with 36 children aged between 5 and 11 years. The storytelling interview was then used in case studies over a period of a year in three schools, with a total of 88 7- and 8-year-old children. During the interviews, children were asked to tell a story entitled ‘The child who didn't like reading’. Systematic content analysis was undertaken to identify emergent cultural norms and models in the stories. Information on the children's reading practices, and their observations on reading, was also collected for the purposes of triangulation. Results The children's storytelling gave access to their cultural models of reading. It was found that the stories demonstrated sufficient triangulation with the other data about the children's reading practices to support a sociocultural production of the children's discourse. Conclusions Storytelling can provide a useful and credible method of collecting research data from children. It may be especially useful with poor readers as there are no literacy demands, and in this respect, affords socially inclusive research. 相似文献