School curriculum, globalisation and the constitution of policy problems and solutions

Abstract

To varying degrees, education policy reforms around the world are driven by educational discourses relating to globalisation. At the same time, national and local histories, cultures and politics mediate the effects of globalisation discourses. This paper employs methods of analysis that draw on the concepts of 'vernacular globalization' and 'policy archaeology' in order to examine the ways in which the effects of globalisation on National Curriculum policy reform are mediated by conditions and priorities that are specific to national contexts. The enquiry focuses on three curriculum policy problems that are associated with the English school curriculum and have recently been identified as requiring reform: inappropriate curriculum knowledge, the skills deficit and the one-size-fits-all curriculum. The paper concludes by summarising the results of the analysis, identifying some curriculum issues arising from it and offering reflections on the methodological approach it has employed.

Narrow identity resources for future students: the 21st century skills movement encounters the Norwegian education policy context

“…Global ideas are often interpreted and recontextualized in contradictory manners, and this interplay of global and local forces often seems to create hybrid educational policies (Rizvi & Lingard, 2010). The explanatory power of the concept of 'vernacular globalization' is that it makes it possible to account for how processes of homogenization and heterogenization reciprocally constitute educational change (Winter, 2012).…”

“…Discourse theory can be applied to explore particular policies in their historical and cultural context (Winter, 2012). As policymaking can be viewed as a struggle over meaning, this perspective enables researchers to trace how policy problems are constructed in the encounter between the national policy agenda and global discourses-and how specific themes get to dominate the policy agenda (Taylor, 1997).…”

Learning about the past: exploring the opportunities and challenges of using an outdoor learning approach

“…The focus on academic achievement has also seen policy makers look closely at the curriculum with a view to using this as a mechanism to raise standards (e.g. Winter, 2012). This has caused a dilemma for many teachers; whilst recognising the value of outdoor learning for 'soft' skills and broader personal development (e.g.…”

E-safety and Digital Skills as Part of School Curriculum

“…On the other hand, modern, relevant and student-centred curricular solutions are based on learning outcomes which encompass the development of children and students. They are open to changes and constant innovation which go hand in hand with the development of society, economy, science, technology and education (Winter, 2012;Priestly et al, 2014).…”