29 research outputs found
The uses of globalization in the (shifting) landscape of Educational Studies
The term âglobalizationâ does more than represent a set of material (and ideological) processes that have impacts on education and schooling. Additionally, âglobalizationâ operates as a conceptual lens or set of interventions, which is significantly impacting academic discourses in Education and in other disciplines. Not only has Globalization and Education (G&E) emerged as a new, trans-disciplinary field of Educational Studies, insights from this field and globalization studies more directly have impacted many other fields of Education. This paper summarizes major impacts of globalization on education and maps out a âfirst-waveâ G&E discourse by analyzing a small set of key texts published around the turn of the century. The paper distills key uses of globalization from this âfirst-waveâ G&E and more recent correctives to clarify the potential applications forâand implications of the âlensâ ofâglobalization for educational scholarship.Keywords: Globalization and Education, globalization, Educational Studies, methodology, deparochializing educationLe terme «mondialisation» ne reprĂ©sente pas seulement un ensemble matĂ©riel (et idĂ©ologique) de processus qui ont des impacts sur l'Ă©ducation et la scolarisation. En outre, la «mondialisation» opĂšre comme un cadre conceptuel ou un ensemble d'interventions, ce qui influe de maniĂšre significative sur les discours acadĂ©miques en Ă©ducation et dans d'autres disciplines. Non seulement la mondialisation et l'Ă©ducation (M & E) a Ă©mergĂ© comme un nouveau champ transdisciplinaire des sciences de l'Ă©ducation, mais encore les idĂ©es dans ce domaine, et plus directement des Ă©tudes sur la mondialisation, ont eu un impact sur bien d'autres domaines de l'Ă©ducation. Cet article rĂ©sume les principaux effets de la mondialisation sur l'Ă©ducation et met en perspective une «premiĂšre vague» de discours sur la M & E en analysant un petit ensemble de textes fondamentaux publiĂ©s au tournant du siĂšcle. L'article rend compte de certaines utilisations essentielles de la mondialisation provenant de cette «premiĂšre vague» et de correctifs plus rĂ©cents afin de clarifier les potentielles applications ainsi que les implications dans «l'optique» de la mondialisation pour des Ă©tudes en Ă©ducation.Mots-clĂ©s: mondialisation et Ă©ducation, mondialisation, sciences de l'Ă©ducation, mĂ©thodologie, « dĂ©parochialisation » de l'Ă©ducatio
What Larger Conditions and Logics Are in Play? Responding to Education as a Human Right in the 21st Century
Accepting much of the internal logic of Lee\u27s argument, I consider the wider conditions and logic in play such that education as a human right can be comprehended, debated, and ultimately defended and supported in the 21stcentury. I suggest that despite the idealist rhetoric of UN discourse that operated in Leeâs conception of education as a human right, providing (Western) schooling to improve the lives of marginalized individuals in developing-world contexts should be understood as the consolation prize rather than represent an idealized/naturalized education that can innocently transcend the logic of underdevelopment and performativity shaping educationâs current manifestations in developing-world contexts
International Baccalaureate: Meanings, Uses and Tensions in a Globalizing World
Based on mission and programmatic steering, International Baccalaureate (IB) seeks to âcreate a better worldâ via progressive educational curricula aimed at fostering âinternational mindedness.â Across its fifty-plus year history, IBâs enduring progressive visions confront the pragmatic demands of viability and sustainability. Evident is the âmalleabilityâ of IB, which allows for the distinctive uses of IB across the many diverse sites of its adoption; also evident is a set of dynamic tensions produced as the progressive visions entangle with instrumental realities. IB is emblematic of the growing prominence of international education, and the transnationalizing of schooling, under wider globalization processes
The Emergence of the International Baccalaureate Diploma in Ontario: Diffusion, Pilot Study and Prospective Research
AbstractThe International Baccalaureate Diploma Program (IBDP), created in the field of international schools in the late 1960s, has made considerable in-roads into publicly-funded schooling in many educational jurisdictions of the Anglo-West. Although the IBDP did not enter into the Ontario public system until 1991, there are now forty-one (and growing) publicly-funded schools offering the IBDP in Ontario. With the growth of IBDP schools and the increasing transnational policy presence of IB, academic research on the International Baccalaureate (IB) is emerging, albeit the Ontario context has not yet appeared in the research literature. This paper outlines how the phenomenon of IB is beginning to be used as an object of academic research and describes the diffusion of IB in Ontario and globally. It then reports on a pilot study aimed to understand studentsâ perceptions on the impacts of the IBDP at one Catholic secondary school in Ontario, particularly around how well the IBDP supports academic development and âinternational mindednessâ in students. It situates the aims and findings of this case study alongside past research, and then discusses more broadly potential lines of inquiry on IB that could be engaged in future research.
What Teacher Capacities do International School Recruiters Look For?
This article frames the intersection of the emerging fields of internationalizing teacher education (ITE) and international schooling (IS) and presents findings of a qualitative study that draws on interviews with international school recruiters to explore teacher qualities valuable for thriving in international school settings. Beyond general characteristics of good teachers, recruiters note the importance of adaptability to living and working in a foreign setting, cultural-sensitivity, and, especially, pedagogical flexibility. Additionally, recruiters discussed the significance of âfitâ between the teacher and the school (and school community) as playing a role. Fit overlaps with adaptability, cultural sensitivity and pedagogical flexibility but also introduces more school-specific, subjective (and potentially parochial) factors for âfitting in.â Implications for teacher education are discussed, particularly on the importance of fostering teachersâ pedagogical flexibility.Cet article Ă©tablit le rapport entre les domaines Ă©mergents de lâinternationalisation de la formation enseignante et de lâĂ©cole internationale et prĂ©sente les rĂ©sultats dâune Ă©tude qualitative qui relĂšve des entrevues menĂ©es avec les recruteurs des Ă©coles internationales pour explorer les compĂ©tences inhĂ©rentes aux enseignants capables de bien fonctionner dans ces contextes. Au-delĂ des caractĂ©ristiques indispensables aux exigences de la profession enseignante, les recruteurs ont spĂ©cialement mentionnĂ© lâadaptabilitĂ© Ă vivre et Ă travailler Ă lâĂ©tranger, la sensibilitĂ© culturelle et la flexibilitĂ© pĂ©dagogique. En outre, les recruteurs ont parlĂ© du rĂŽle important que joue la capacitĂ© de se âconformerâ entre lâenseignant et lâĂ©cole (et, la communautĂ© scolaire). En effet, cette capacitĂ© se dĂ©double de lâadaptabilitĂ©, de la sensibilitĂ© culturelle et de la flexibilitĂ© pĂ©dagogique, mais aussi introduit des facteurs scolaires plus spĂ©cifiques, notamment les facteurs personnels contribuant Ă la conformitĂ©. Les implications pour la formation enseignante, particuliĂšrement dans le domaine de la flexibilitĂ© pĂ©dagogique, sont abordĂ©es
Reconceiving International Education: Theorizing Limits and Possibilities for Transcultural Learning
This multi-voiced paper explores the micro-level dimensions of human learning and becoming from transcultural encounters, lessons and/or curriculum under heightened transnationalism. It posits that mainstream approaches to conceptualizing the âeducationâ of international education lack sufficient theorization of difference, sociality, history and learning in trans-local spaces and suggests that there are expanding networks of transcultural engagements to be examined under the umbrella of international education. To explore this reconceived pedagogical landscape of international education three specific cases are presented: an auto-ethnographic reflection on coming into and making sense of oneâs international experience, a conceptual framing of internationalizing preservice education curriculum and a qualitative analysis of the pedagogical impacts of undergraduatesâ international internships. Each case illustrates the complexities, possibilities and challenges of (framing) learning and becoming in sites of transcultural engagement
Teaching (for) Dispositions? Old Debates, New Orthodoxies: Hanging onto a âKnowledge Approachâ
Education has always been complicit in the shaping and promoting of dispositions. Teachers do teach (for) dispositions as they consciously and unconsciously respond to their students in the classroom. In their actions, teachers continuously informally assess studentsâ bodies, actions, comportment, expressed ideologies, and rhetoric. Under pervasive pressures for measurement and accountability, it is understandable that now even dispositions might be added to the mix of measurable entities for evaluation or certification. Moreover, in a context of diminishing state responsibility for social welfare, greater demands are placed on educationâto make a differenceâfor example, to intervene in social injustices such as âracism.â In this context it may seem appropriate to demand that new teachers display the âcorrect setâ of dispositions and sensitivities, as the call for papers suggests, âto issues of social justice and white privilege in this society.â Nevertheless, this paper argues conventionally that, despite the inseparability of dispositions from educational interactions and educationâs necessary role in the learning and unlearning of prejudice, teachers ought to intentionally avoid any formal assessment of, or required pledges to, particular dispositions
Hosting Early Study Abroad Students in Ontario: Internationalization of Education Dynamics in Secondary Schooling
This study illuminates the current policy and practice dynamics and tensions of school internationalization in the province of Ontario generated by the increasing presence of international students at the secondary school level, identified as early study abroad (ESA) students. It conducts a comparative thematic analysis of a set of interviews with school- and board-level stakeholders of internationalization alongside a critical policy analysis of a key provincial policy text. We find that ESA-based internationalization is largely run out of internationalization offices resourced to focus on student recruitment and administrative support, with oversight of homestay and custodianship being significant components. The more idealistic visions of school internationalization emphasized in provincial policy and some school discourse occur in a more reactive fashion. On-the-ground educational support of these newcomer ESA students is shouldered by schools and educators within their existing and limited capacities, while the intercultural dimensions and benefits remain largely aspirational