Contesting the Global Development of Sustainable and Inclusive Education

Teodoro, António

doi:10.4324/9781003013686

Cited by 16 publications

(9 citation statements)

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“…A dominant form of neoliberal globalization marks educational policy worldwide, impressing a competitive feature that endorses the creation of measurable and internationally comparable standards of educational performance (Teodoro, 2022) -among other common features that focus on individual competences, knowledge, and entrepreneurship, with a parallel of center-periphery structures on schooling polarizations (Ball, 1998). This process is affected by the crisis of the national social contract, as the national time-space loses the stage toward the growing importance of global and local scales, with impacts in government legitimacy, social and economic welfare, and collective safety and identities (Teodoro, 2020). The uncertainty of contemporary globalized life has an important congestion effect with impacts on education, namely due to the combination of (1) a neoliberal turn toward a 'market model' education, and (2) changes in the trajectory of economic growth and job patterns which had allowed the massive expansion of middle classes in the post-war, with a lack of response to the promised futures and consequences in the lesser support to efforts of democratizing education and social policy (Ball, 1998).…”

Section: Critical Effects and Approaches In Educationmentioning

confidence: 99%

“…However, these paralleled a rather imposing Global Education Reform Movement (GERM) (in the 1990s), targeted at creating a 'world class education' everywhere and at generating a process of comparison between educational systems, on which their evaluation would be based 1 . As Teodoro (2020) deplored, the rise of neo-liberalism in the 1980s-90s deprived the traditional professional university culture from its freedom of enquiry and progressively created "a paradigm of 'entrepreneur education" (p. 84). The GERM was criticized (Cowen and Kazamias, 2009) for the technical difficulties in making international comparisons, its generalization of societal values based on Western economic principles and its enhancement of competition in the learning environment.…”

Section: Introductionmentioning

confidence: 99%

“…The COVID pandemic also encouraged people to question, more specifically, globalization. Authors such as Teodoro (2020), Santos (2006), and Sahlberg (2016) have explained the mechanisms by which the 1990s calls for a standardized 'world class education' were mainly targeted at adapting educational institutions to new configuration systems in world organizations. This 'educational reform' was very different from the humanistic approach to 'Global Citizenship Education' put forward by UNESCO (2014, p. 14) which "referred to a sense of belonging to a common humanity, and emphasized sociopolitical, economic and cultural inter-dependency, and interconnectedness between the local, the national and the global. "…”

Section: Introductionmentioning

confidence: 99%

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Multi-level education for sustainability through global citizenship, territorial education and art forms

2023

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This article is aimed at addressing concepts, approaches and challenges that are both very characteristic of the era we are living in and that would also greatly benefit from being more and better integrated into our learning systems (both in the formal and non-formal educational systems and lifelong learning). Those issues and themes have emerged from, or have been exacerbated by, socio-economic systems in place since the middle of the 20th century, promoting amongst other things, a consumption society based on a linear over-exploitation of natural resources, the globalization of exchanges, a rapid urbanization process and not-always-harmonious mixes of cultures and communities. The COVID-19 pandemic seems to have culminated in triggering reflections on what matters most and, conversely, on what makes our world so un-sustainable and non-resilient. From these, a new momentum has been generated on reviewing where our efforts on teaching and learning about ‘sustainability’ got us to. Our focus here is on new approaches to education for sustainability at global, community and personal levels, as well as at levels that connect those. From linking the local to the global through ‘global citizenship,’ to experiential learning generated through practical projects such as urban agriculture, to an emotional involvement into understanding sustainability issues through art forms, we re-visit sustainability through the eyes of the learners, questioning the boundaries of the ‘sustainability educational project’ beyond the ones which, for (too) long, have paralleled those of neo-liberal reforms.

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Section: Critical Effects and Approaches In Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Multi-level education for sustainability through global citizenship, territorial education and art forms

2023

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“…Em termos gerais, estas duas abordagens enfatizam a relevância das forças supranacionais sobre os sistemas educativos nacionais, isto é, o impacto e a influência externa que as políticas educativas nacionais sofrem e que afetam estruturas, estratégias, processos e práticas. Assim sendo, constata-se que os quadros regulatórios nacionais são moldados e delimitados supra e transnacionalmente, bem como por forças político-económicas nacionais, sendo desta forma que a globalização exerce os seus efeitos sobre os sistemas educativos nacionais (Dale, 1998;Fraga, 2020;Teodoro, 2020).…”

Section: A Regulação Transnacional Das Políticas De Educaçãounclassified

Autonomia e Flexibilidade Curricular como Instrumentos Gestionários. O Caso de Portugal

Silva¹,

Fraga²

2021

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As políticas curriculares portuguesas inspiram-se no discurso das políticas internacionais que recomendam às escolas maior autonomia. Em Portugal, implementaram-se, a partir de 2017, medidas em torno da autonomia e flexibilidade curricular. Neste artigo procuramos compreender o quadro jurídico-normativo da Autonomia e Flexibilidade Curricular (AFC), patente nas orientações educativas do Perfil dos Alunos à Saída da Escolaridade Obrigatória, do Currículo dos Ensinos Básicos e Secundário, das Aprendizagens Essenciais, da Estratégia Nacional de Educação para a Cidadania, da Educação Inclusiva e do Programa Nacional de Promoção do Sucesso Escolar. Procedemos a um estudo exploratório, de natureza qualitativa, assente numa abordagem descritiva e interpretativa, centrado num estudo de caso único – a dimensão normativa da AFC em Portugal. Utiliza-se como técnica de recolha de dados a análise documental e como técnicas de análise e tratamento dos dados a análise de conteúdo e a triangulação dos normativos referenciados. Ao nível das intenções declaradas na narrativa da política educativa, preconizam-se medidas inovadoras nos domínios curricular e pedagógico, com vista à melhoria e qualidade do ensino e das aprendizagens, invocando no entender dos autores a necessidade de aprofundar processos substantivos da autonomia das escolas num modelo de administração educacional que em Portugal se mantém centralizado e desconcentrado.

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“…Although the world is economically and culturally interconnected by advancements in technologies and global transportation, formal education continues to leave little opportunity for student interaction and initiative. So, both at the local/ national and global levels, it is important to build a sustainable and inclusive education [4] that is participatory and inclusive, and encourages investigation, debate, and critical thinking, using technology as a powerful tool. Accordingly, we need a renewed educational model, capable of changing students towards active and transformative citizens [5].…”

Section: Introductionmentioning

confidence: 99%

Education and innovation: impacts during a global pandemic in a higher education institution

et al. 2021

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Research background: At the beginning of the year 2020, there was a shift in strategies and instruments in a short period of time, to respond to a situation of impossibility of face-to-face teaching. Thus, it is essential to reflect on an educational challenge, whose impacts continue on a global scale. Purpose of the article: The present article aims to analyse how the pandemic situation has been influencing education and learning in Higher Education. Methods: Having as context a higher education institution located in the municipality of Porto, a case study was developed that analysed teaching and learning methodologies applied throughout the 2019/20 academic year. For this research, a qualitative methodology was used, with semi-structured interviews with five teachers and opinion essays from nine students, with fourteen participants. The analysis was carried out using the Nvivo software, triangulating the perceptions of the two groups of interviewees. Findings & Value added: The results allow us to conclude that the participants are aware that collaborative work and the use of appropriate technological resources were essential to ensure teaching and distance learning, including the evaluation process, despite mandatory confinement. Globally, the perceptions of the emergence of a new educational paradigm are confirmed, based on the massive use of technological resources, which propelled the innovation of the teaching and learning process. Nevertheless, both groups recognize that distance learning impoverishes the fundamental interpersonal dynamics in Higher Education.

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Contesting the Global Development of Sustainable and Inclusive Education

Cited by 16 publications

References 0 publications

Multi-level education for sustainability through global citizenship, territorial education and art forms

Multi-level education for sustainability through global citizenship, territorial education and art forms

Autonomia e Flexibilidade Curricular como Instrumentos Gestionários. O Caso de Portugal

Education and innovation: impacts during a global pandemic in a higher education institution

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