Globalisation and Education in the Postcolonial World: Towards a conceptual framework

Tikly, Leon

doi:10.1080/03050060124481

Cited by 190 publications

(102 citation statements)

References 32 publications

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“…La emergencia del ámbito de la Política Educativa Global está vinculada a una política post-Westfaliana (RIZVI y LINGARD, 2010), que es parte de un tránsito del gobierno a la gobernanza (LINGARD y RAWOLLE, 2010: 34). Los diversos autores sugieren un enfoque empírico específico (contrario a los métodos deductivos y de generalización de la ciencia típicos del funcionalismo) para describir, analizar y diseñar la compleja estructura institucional de esta nueva disciplina (TICKLY, 2001y LINGARD y RAWOLLE, 2010. Académicos como Mundi y Ghali (2009) han comenzado a diseñar lo que pueden considerarse partes de este ámbito de Política Educativa Global.…”

Section: Consecuencias De La Globalización En El áMbito De Las Cienciunclassified

Impacto de la globalización y el postmodernismoen la epistemología de la educación comparada

Ruiz¹

2012

REEC

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RESUMENLos primeros años del siglo XXI se revelan años de tránsito en la epistemología y la metodología de la Educación Comparada debido al impacto en nuestra disciplina de los fenómenos de la globalización y del postmodernismo. No obstante, estos años de cambio también lo son de paradojas y de realidades dicotómicas. Así, frente a las políticas de corte «post-Westfaliana» y la gobernanza típicas de la globalización, la especificidad de la «cultura escolar» de cada país reinvindica la aún especificidad del Estado-nación. Y, frente a la crítica de las metanarrativas modernas y el relativismo postmoderno, académicos como Habermas reclaman la aún vigencia de la Modernidad. La superación de la denunciada «parálisis» de la Educación Comparada reclama el empleo académico de actitudes crea-* Universidad Nacional de Educación a Distancia (UNED). 2 Impacto de la globalización y el postmodernismo en la…María José García Ruiz

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Section: Consecuencias De La Globalización En El áMbito De Las Cienciunclassified

Impacto de la globalización y el postmodernismoen la epistemología de la educación comparada

Ruiz¹

2012

REEC

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“…As Steiner-Khamsi (2006, p. 675) and Tikly (2001) pointed out, the key problem with most comparative studies is that they are biased toward the developed world, and their models are of limited relevance to developing countries. The Phillips and Ochs model would have been much more complete if the authors had included a more in-depth discussion of the implications of economic and political factors in addition to social-cultural factors.…”

Section: Critical Evaluation Of the Modelmentioning

confidence: 99%

Replanting the Flower in Different Soil? A Critical Analysis of Education Borrowing in Hong Kong

Chow¹

2014

IJE

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This paper critically analyses the impact the New Senior Secondary (NSS) has had on Hong Kong through Phillips and Ochs' four-stage model of policy borrowing in education. It argues that the Hong Kong government overlooked the fundamental contextual differences between the two curricula, and that this incompatibility has led to various challenges in integrating the NSS into the existing education system. This paper also contributes to the methodological literature on comparative education and theorisation of education borrowing by illustrating the importance of context. The monopolistic and generalisation assumptions in the positivist paradigm have misled many governments to reify statistics and uncritically transfer incompatible policies to their home countries; the case of the NSS in Hong Kong is an example of this. Although the interpretivist paradigm helps comparativists better understand local context, it is also important to be aware of the limitations of the analytical model used here. Phillips and Ochs' model was developed based on observations of education borrowing between England and Germany, and it might not truly represent the situation in non-English speaking Asian countries. Also, the model was not specifically built for a capitalist economy, and, therefore, comparativists also need to be aware of the economic structure of the country they are studying, as this can greatly affect the aim of public education. Further study should incorporate literatures and models from Asian countries in order to make the analysis more relevant.

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“…Comprising "Well-meant but inappropriate reforms," these measures have had limited impact on forms of teacher practice in Africa and add up to "considerable failures" on the part of education leaders (Guthrie, 1990, p.119). Considering the education experience more broadly, forms of schooling, pedagogy and knowledge that were developed and spread under colonialism remain resistant to change (Tikly, 2001). The interrelation of context, pedagogy and reform means that it is imperative to, assess the feasibility of a transferred innovation vis-à-vis the changed cultural setting in order to minimise the chances of tissue rejection of the innovation.…”

Section: Reforming Teaching In Low-income Countriesmentioning

confidence: 99%

“…The development discourse acts as a normalising process, through which those excluded from the 'norm' are classified as deficient and become subject to disciplinary mechanisms, whose technical conceptions mask their political and ideological basis (Escobar, 1995). Furthermore, assessment of teaching practices against externally developed conceptions and criteria of quality education, such as 'learner-centred' pedagogies, acts as a 'disciplinary technology' through which teachers are constructed as deficient and subjects of interventions (Tikly, 2001). …”

Section: Conclusion: Re-viewing Reviewingmentioning

confidence: 99%

Coming to knowabout teaching, its development and researcher practice through collaborative action research with adult education teachers in Sudan

Fean

2013

Compare: A Journal of Comparative and International Education

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Globalisation and Education in the Postcolonial World: Towards a conceptual framework

Cited by 190 publications

References 32 publications

Impacto de la globalización y el postmodernismoen la epistemología de la educación comparada

Impacto de la globalización y el postmodernismoen la epistemología de la educación comparada

Replanting the Flower in Different Soil? A Critical Analysis of Education Borrowing in Hong Kong

Coming to knowabout teaching, its development and researcher practice through collaborative action research with adult education teachers in Sudan

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