Globalizing Education, Educating the Local

Stronach, Ian

doi:10.4324/9780203863626

Cited by 17 publications

(17 citation statements)

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“…Indeed, while there are numerous questions concerning the validity and effective scope of international comparisons (Torrance 2006;Stronach 2010;Cambridge 2011), it is at the same time true that without international comparative educational research, education and society are in the even more precarious domain of judging quality and attainments based on narrow national insights. In this case, education systems risk not only the failure of individual children but also the failure of the education of society.…”

mentioning

confidence: 98%

The danger of inadequate conceptualisation in PISA for education policy

Gaber

Cankar

Umek

et al. 2012

Compare: A Journal of Comparative and International Education

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mentioning

confidence: 98%

The danger of inadequate conceptualisation in PISA for education policy

Gaber

Cankar

Umek

et al. 2012

Compare: A Journal of Comparative and International Education

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“…Events happen fast and news of them travels almost simultaneously; goods and people are not far behind; actions have far reaching consequences and we are constantly, as individuals and as collectives, being urged to form opinions, take up stances, and commit to actions. The emphasis on speed and reaction lies in accordance with ideas of progress; the direction of travel being in “opening up” as opposed to “closing down”/“regressing” to slower, more inward looking perspectives (Stronach, 2010). In this fast paced, global world, who we are, what we should do, where our interests lie, and where our loyalties belong seem to be continually open questions.…”

Section: Postinternational Identitymentioning

confidence: 98%

Fundamental British and “The Other” Values—An Analytical Reflection on Implications for Home Education

Pattison

2020

International Review of Qualitative Research

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This paper reflects on the question of whether, and how, Fundamental British Values (FBVs) may affect the practice of home education in the UK. Fundamental British Values were introduced into the national curriculum in 2014, for state administered schools and preschools which have since been required to demonstrate that FBVs are embedded in the practice of the setting. Home educators, on the other hand, are not obliged to follow the national curriculum meaning that the effect of FBVs on such alternative education is not obvious. However, this paper draws attention to the wider environment of home education by considering FBVs as the product of three particular spheres of contemporary discourse as they interrelate and influence each other. These are the affordances of identity in a postinternational era, expressions of Foucauldian governmentality in terms of self-surveillance and management, and the developmental paradigm. Fundamental British Values, alongside the concept of parenting and the materialization of a particular social morality, are considered as the inescapably emergent products of the un/reason created by the overlapping of these discourses. Their convergence, in turn, creates a weight of logic from which FBVs exert influence over the practice and judgment of alternative forms of education.

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“…Higher education develops such offerings in response to what clients deem as having utility value in the marketplace -encapsulating knowledge with an exchange value. Much has been written about the commodification of education, with some critics suggesting that actually HEIs have made a bad job of this (Stronach 2010). However, the point is that higher education in developing and designing new marketresponsive curricula necessarily has the market as first master -failure to do so will render their offerings obsolete.…”

Section: The Student Agendamentioning

confidence: 99%

Fetishistic disavowal and elusive jouissance: The case of the South African higher education decolonization project

Maistry

2019

SAJHE

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The argument is made that attempts at decolonising higher education as a transformative project in an era of a toxic, exponentially strengthening neoliberal performativity is inherently paradoxical, as any new "reconstitution" is bound to remain ensnared within the neoliberal grand narrative.Such reconstitution will produce new (dis)guises, as in their quest to acquiesce institutions engage in a superficiality that might obfuscate "authentic" transformation. Any kind of transformation is likely to render futile and instantly obsolete the very benchmarks by which we might recognise its manifestation. Its cognitive comprehension sustains a perpetual elusiveness, its realisation an unattainable jouissance, as a positivist predetermination of the precise co-ordinates of decolonisation's outcome is likely to render the transformative project vacuous. The decolonisation enterprise and illusions of its comprehensibility are thus marks of our incomprehensibility; its absolute apprehension can only be our realisation of its non-apprehensibility. Quick-fix, knee-jerk knowledgeability necessarily essentialises complexity, the consequence of which is degenerative, dilutive concoctions in the name of appeasement. True decolonisation necessarily self-determines its yardsticks for evaluation, as it is precisely in its fluid (de)colonised outcomes that its "neocolonisation" with all its frailties is revealed. True transformation and decolonisation in the Foucauldian sense is only possible through a significant discursive event, a rupture of unimaginable proportion, a Žižekian "self-destructive" purification. Anything less will simply reinforce colonialism's normalcy, thereby reducing any "emancipatory" initiative to a farcical "fetishistic disavowal".

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Globalizing Education, Educating the Local

Cited by 17 publications

References 0 publications

The danger of inadequate conceptualisation in PISA for education policy

The danger of inadequate conceptualisation in PISA for education policy

Fundamental British and “The Other” Values—An Analytical Reflection on Implications for Home Education

Fetishistic disavowal and elusive jouissance: The case of the South African higher education decolonization project

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