How Globalization Can Cause Fundamental Curriculum Change: An American Perspective

Waks, Leonard J.

doi:10.1023/b:jedu.0000006068.61419.90

Cited by 33 publications

(25 citation statements)

References 25 publications

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“…Political and economic systems in the world are increasingly integrated (Waks 2003). Most of the concern with the internationalisation of higher education is framed by an organisational/system level perspective, closely linked to economical-political-policy demands (Adler 1997;Chaffee and Jacobson 1997;Sporn 1996).…”

Section: Internationalisation and Globalisationmentioning

confidence: 99%

Internationalising the content of higher education: the need for a curriculum perspective

Svensson

Wihlborg

2010

High Educ

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Internationalisation of higher education is a strategic theme in current research on higher education and policy debate. Both at national and institutional levels, in many countries, internationalisation is stated to be an educational goal. However, the dominant discourse on internationalisation of higher education in research and research-based discussions tends to be framed by political, economic and organisational perspectives, rather than informed by educational considerations. There is also a tendency to place internationalisation in higher education within the conceptual frame of economic globalisation and the increasing trade in educational services worldwide. While such discussions may shed light on various organisational, political or economic issues, this research does not give a pedagogical basis for the internationalisation of higher education in terms of teaching and learning. In particular, questions relating to the internationalisation of content and learning outcomes need to be addressed. A series of studies conducted in Sweden 1999-2007 by the authors indicates that the didactical realisation of internationalisation as an educational goal can be very elusive. In our findings, the concrete content considered by teachers and students to represent internationalisation did not follow any clear pattern or goal. Internationalisation was assumed to be represented by some form of 'general knowledge' and general human qualities, without considering cultural differences. Institutionalised curriculum thinking as a basis for developing internationalisation was lacking. Concrete thinking was very much restricted to organisational and administrative aspects, and thoughts concerning content and learning outcomes tended to be expressed in idealised and general terms, rather than developed into clarifying and useful specifications underpinned by curriculum theory. Certain consequences ensuing from this situation are discussed, and a curriculum approach to internationalisation of higher education is suggested.Svensson and Wihlborg are both first authors.

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Section: Internationalisation and Globalisationmentioning

confidence: 99%

Internationalising the content of higher education: the need for a curriculum perspective

Svensson

Wihlborg

2010

High Educ

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“…Globalisation in the form of individual teacher's experiences and interests is here a great resource, may be even a form of globalisation that may lead to fundamental change of the education, overcoming the constraints of traditions in line with Waks (2003) suggestions. This kind of globalisation means that teachers and students increasingly will have experiences from other countries and cultures.…”

Section: Discussionmentioning

confidence: 99%

“…In the International Handbook of Educational Change there is a chapter on ''Globalisation and Educational Change'' (Wells et al 1998) that gives the picture that few researchers have attempted to make connections between the economic, political and cultural dimensions of globalisation and the policies and practices of education. Waks (2003) is discussing the impact of globalisation upon curriculum change in schooling. Curricula are discussed as embedded in institutional contexts and globalisation is seen as leading to change of fundamental institutional constraints to curriculum change.…”

Section: Introductionmentioning

confidence: 99%

Internationalisation in the Swedish nurse education from the perspective of teachers involved: An interview study

Svensson

Wihlborg

2007

High Educ

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This paper presents results from an interview investigation with teachers in Swedish nurse education especially interested in internationalising the education. The aim has been to study teachers' understandings and experiences of internationalisation against the backdrop of the strong concern for internationalisation expressed in policy documents. The results are seen in the context of globalisation, constraints to educational change, in a cultural perspective, and in relation to the need of a curriculum theory. The teachers united the global, in the form of personal experiences of other countries and cultures, with the national and local. Their experiences abroad were a basis for their interest in, and choice of content in, their teaching, considered to represent internationalisation of the education. The teachers were interpreting internationalisation in line with there understanding of nursing and the general approach to nursing in the education, without making any clear distinction concerning what specifically was internationalisation. The teachers seem to represent an important resource in internationalising the education. However, their understanding of and approach to internationalisation did not represent a shared culture and there was no shared curriculum including a distinct understanding of internationalisation. This is seen as a big challenge to both policy makers and teachers.

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“…Following the attacks of 9/11, patriotic expectations of schools and citizens, especially in terms of support for the military, ran particularly high. 40 Some schools placed greater emphasis on the daily Pledge of Allegiance, while others engaged in service projects to support the troops. Citizenship education scholar Joel Westheimer reports that a 2004 video called "Patriotism and You," developed by the Committee for Citizen Awareness, has been viewed in thousands of classrooms.…”

Section: Citizenship As Shared Fatementioning

confidence: 99%

Habits of Democracy: A Deweyan Approach to Citizenship Education in America Today

Stitzlein¹

2014

Education and Culture

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How Globalization Can Cause Fundamental Curriculum Change: An American Perspective

Cited by 33 publications

References 25 publications

Internationalising the content of higher education: the need for a curriculum perspective

Internationalising the content of higher education: the need for a curriculum perspective

Internationalisation in the Swedish nurse education from the perspective of teachers involved: An interview study

Habits of Democracy: A Deweyan Approach to Citizenship Education in America Today

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