Author(s): |
Song, Jae Jung |
Source: |
Globalisation, Societies and Education, v11 n1 p136-159 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Policy; Educational Demand; Global Education; Foreign Countries; International Schools; Social Class; Labor Market; Language of Instruction; English (Second Language); Second Language Learning; Foreign Nationals; Educational Change; Private Schools; Language Role; Institutional Characteristics
Abstract:
This article discusses how in South Korea, English-medium international schools, initially established to educate foreign residents, have recently transformed themselves into private providers of global education for South Koreans. The article explains the social, economic and political circumstances under which the South Korean government has allowed this transformation to take place in response to the forces of globalisation as well as to South Korean elites' educational demand. The article argues that English-medium international schools are elite-class reproducing institutions. The role of English, one of the major imperatives of global capitalism, will also be discussed, as this language has been impinging on South Korea's education and labour market. (Contains 1 table and 9 notes.)
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Accountability; Teacher Education; Global Education; Foreign Countries; Educational Change; Higher Education; Leadership; Policy Analysis; Evaluation; Neoliberalism; Educational Policy; Standardized Tests; Accreditation (Institutions); Preservice Teacher Education; Outcomes of Education
Abstract:
This paper examines the emergence of new accountabilities in teaching and teacher education in Ireland in the 15 years period 1997-2012. Framing accountability in terms of the three main approaches to it globally in education systems, that is, compliance with regulations, adherence to professional norms and attainment of results/outcomes, we identify significant changes, particularly, in compliance- and results-driven accountability. A "rising tide" of accountability, due to the interrelated influences of the European higher education space, education legislation and professional self-regulation policies (i.e. Teaching Council), is evident since the late 1990s. This was punctuated by a "perfect storm" in 2010 comprising "bad news" from PISA 2009, the economic bailout and strategic leadership at a system level. The cumulative impact of the "rising tide" and "perfect storm" is evident in how they reframed both "to whom" and "for what" accountability in teacher education relates. Significantly, the new accountabilities in teaching and teacher education reflect a move towards the dominant global education reform movement (Sahlberg 2007) with its emphasis on standardisation, narrow focus on literacy and numeracy and higher stakes accountability. (Contains 5 tables.)
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Pub Date: |
2013-04-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Developed Nations; Social Studies; Global Education; Content Analysis; Human Capital; Citizenship; Neoliberalism; International Relations; Standards; Models; Economic Factors
Abstract:
As political and economic systems of the world become increasingly globalized, education systems in developed nations have established standardized curriculum. Meanwhile, opposing interpretations of globalization, neoliberalism and progressivism, have inspired the growth of different paradigmatic models for global education. Grounded in neoliberalism, the human capital model views education as a means for preparing a skilled workforce; derived from progressivism, the world systems model focuses on educating individuals for global citizenship and civic participation. The purpose of this document analysis is two-fold: (1) to examine the social studies content standards of the U.S. and other developed countries to determine how globalization is presented in state-mandated curricula, and (2) to evaluate whether the depiction of globalization in each set of standards reflects a human capital or world systems model. Our findings indicate that U.S. state content standards heavily emphasize the economics of globalization; non-U.S. standards present a more holistic picture of globalization. Consequently, U.S. standards are more aligned with a human capital model of education whereas non-U.S. standards reflect a world systems interpretation. These findings suggest that students in the U.S. are prepared differently than their counterparts in other developed countries, which has implications for international relations. (Contains 5 figures.)
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Pub Date: |
2012-08-13 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Global Approach; Global Education; Higher Education; Area Studies; Interdisciplinary Approach; Public Agencies; Federal Government; United States History
Abstract:
No one doubts that globalization is one of the most important trends of today. As American universities expand their global footprint with branch campuses in Singapore, Abu Dhabi, and elsewhere, many faculty are concerned about oppressive governance, human-rights violations, and lack of academic freedom abroad. Meanwhile administrators grapple with how these new ventures--and globalization in general--will change teaching and research in the United States. As higher education seeks new audiences, will it be able to maintain the significance and character of the liberal arts, which have played such a crucial role in the educational mission of the American university? Similarly educators increasingly agree that all undergraduates ought to pursue some study abroad. But should it involve language study and full cultural immersion? Or short-term travel and networking through internships and other kinds of programs? What does "global" really mean? It took a world war to propel Americans to make a serious commitment to global study. At the dawn of the World War II, the United States was the only allied great power without a formal and central institution to collect global "intelligence," and universities were notoriously deficient in studying parts of the world outside Europe and North America. When Franklin D. Roosevelt recruited William J. (Wild Bill) Donovan in 1941 to be his first coordinator of information, Donovan established the Research and Analysis Branch in Washington, D.C., and started hiring top academics. The fledgling office was reborn as a key unit of the Office of Strategic Services (OSS), itself established a few months after Pearl Harbor. As the United States joined the Allied war effort, Donovan hired several senior, and a great many younger, academics, principally from the Ivy League, to coordinate the collection, sorting, and analysis of material relevant to the war. Although academics were initially recruited by discipline (like history, anthropology, geography, economics, politics), Donovan's "dean" of the OSS, the Harvard historian William L. Langer, soon recognized the need for area-specific interdisciplinary teams. That represented a major departure, as interdisciplinary research was still largely undeveloped in universities in the years before the war. Now, without a world war or a cold war, people have the luxury to move to the global in a more deliberative, engaged, disciplined, and intellectually serious (and less directly politicized) way than when area studies began. The future depends on understanding the new demands of globalization.
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Author(s): |
Arnett, Autumn A. |
Source: |
Diverse: Issues in Higher Education, v29 n14 p14-15 Aug 2012 |
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Pub Date: |
2012-08-16 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
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Descriptors:
Global Education; Distance Education; Internet; Online Courses; Educational Technology; Technology Uses in Education; Handheld Devices; Computer Software; Programming; Technological Advancement; Electronic Learning; Influence of Technology; Information Technology; Higher Education
Abstract:
From a proliferation of mobile applications to online distance learning, technology is rapidly changing the world, and higher education is no exception. In addition to making education more accessible to those who may not be able to attain it otherwise (through online courses and distance-learning curricula), technology contributes to a more global education, as universities increase their overseas presences and classrooms--albeit virtual--to include more international perspectives. Thanks to mobile education apps and the convenience of being able to sign in from anywhere on most any device, students can take their classwork anywhere with them. Thanks to the ease of communication via email and social networks and the ability to log on to classes from anywhere around the world, technology has made education more globally accessible and the exchange of information and ideas more instantaneous. International collaboration on research and class projects is no longer restricted by geographic location. Those who are unable to physically sit in a room together can use social media and email to work cooperatively towards a shared goal, enabling students to enjoy perspectives outside of their natural frame of reference.
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Author(s): |
Bates, Richard |
Source: |
Journal of Research in International Education, v11 n3 p262-274 Dec 2012 |
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Pub Date: |
2012-12-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Global Education; International Schools; Citizenship; Teaching Methods; Student Evaluation; Figurative Language; Curriculum
Abstract:
This article questions the notion of global citizenship, arguing that it is not possible in strictly legal terms as there is no global state that could guarantee citizenship. However, metaphorically there are several possible conceptions of global citizenship. These are examined along with associated notions of global education. The issue of for whom such global citizenships might be possible is addressed, as is the issue of what citizenship might mean in failed states. It is suggested that international schools will respond variously to this variety of conceptions of global citizenship, and that where they locate themselves within this complex of metaphors will have major impact on their presentation of curriculum, pedagogy and assessment.
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