What Does Globalization Mean for Educational Change? A Comparative Approach

Carnoy, Martín; Rhoten, Diana

doi:10.1086/324053

Cited by 227 publications

(80 citation statements)

References 10 publications

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“…The Greek State seems to be responding -not without resistance, contradictions and even regression -to global needs of capitalist production, which has been undergoing a tremendous transformation in recent decades (Bell, 1976;Castells, 1996;Rikowski, 2002;Held & McGrew, 2003). By using its dominant position in the political sphere of the Greek social formation, it set the agenda for wider changes in educational restructuring, which is actually an 'alignment' of the functioning of educational institutions with the rapidly changing and fluid economic 'necessities', not only nationally, but also at international level (Gouvias, 2007a,b).…”

Section: He Funding and The Role Of The Greek Statementioning

confidence: 99%

EU Funding and Issues of ‘Marketisation’ of Higher Education in Greece

Gouvias

2011

European Educational Research Journal

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In the last 10 years, tens of millions of euros from European Union (EU) funding have started to flow into Greece's state schools and universities. New departments of higher education have been established all over the country, and a new institutional framework for lifelong learning has been recently set up. Considering the above context, certain questions arise, such as what is the 'agenda' behind the EU-funding rhetoric, which has been officially linked to the 'opening up' of higher education and the 'widening' of opportunities. Initially, the author tries to assess the degree of 'marketisation' vis-à-vis EU involvement in the planning of higher education policy making, and to highlight the balance of power in educational policy making in Greece. To this end, special reference will be made to the Greek academics' response to the new legislation concerning the financing of higher education.

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Section: He Funding and The Role Of The Greek Statementioning

confidence: 99%

EU Funding and Issues of ‘Marketisation’ of Higher Education in Greece

Gouvias

2011

European Educational Research Journal

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“…Illustrative examples here include Torres and Puiggros (1995) who refer in a footnote to Wallerstein's (1979) foundational work as emerging from dependency theories, and Gopinathan and Shive (1987) who position WSA alongside Marxist approaches as a way of explaining the phenomenon of underdevelopment in some nation-states. Carnoy and Rhoten (2002), writing on globalization and educational change, situate WSA as part of a wider movement in the social sciences, arguing ''that economic imperatives on a global scale were a major force in shaping education world-wide'' (p. 1). In his argument for postmodernism as a central approach for comparative work, Rust (1991) acknowledges the contribution of world-systems analysis to the critique of modernization theory, but predictably goes on to critique WSA as being ''committed to the basic language and assumptions of the modern age'' (p. 612).…”

Section: Wsa As Part Of a Theoretical Reviewmentioning

confidence: 99%

Wallerstein’s world-systems analysis in comparative education: A case study

Griffiths

Knezevic

2010

Prospects

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Since the 1970s, using his world-systems analysis, Immanuel Wallerstein has developed a wide-ranging framework for the social sciences, with potential applications for comparative educational research. In this paper we outline key aspects of Wallerstein's theorising, and then analyse the uptake, understandings, and applications of his analysis in the field of comparative and international education, through a case study of the Comparative Education Review (CER) journal from 1980 to 2008. This paper examines how, and how widely, his analysis has been adopted and interpreted. Our analysis highlights significant and-given the broader emphasis in comparative education on questions of education and development-surprising absences in the application of this approach. We conclude by arguing for the use and development of three critical features of his analysis in comparative work, as relevant and timely interventions in the field.

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“…Economic globalization and the pursuit of global capital require a redefinition of manpower and a readjustment of institutional infrastructures. In education, the changes brought on by globalization have been manifested via various channels and mechanisms as reforms of structures, modes of financing, administration, and curricula (Green 1999;Carnoy 2000;UNESCO 2000;Astiz, Wiseman and Baker 2002;Carnoy and Rhoten 2002). These channels and mechanisms include educational borrowing from other countries, either voluntary or involuntary, with or without adaptation to local needs and conditions (Dale 1999).…”

Section: Educational Reform Economic Globalization and Democratizationmentioning

confidence: 99%

Translating Globalization and Democratization into Local Policy: Educational Reform in Hong Kong and Taiwan

Law

2004

Int Rev Educ

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The past two decades have witnessed three important international trends: an increase in the number of democratic states; economic globalization; and educational reforms in light of the challenges of the new millennium. A great deal of research has addressed educational change in relation to either globalization or democratization, but little has been said about the complex interactions among all three processes. In view of recent educational reforms in Hong Kong and Taiwan, the present contribution examines the local nature of education policy in a globalized age. It challenges those globalization theories which minimize the role of the state and exaggerate the power of globalization over local factors. In particular, it explores how the governments of these two Chinese societies have employed democratization to generate and legitimate reform proposals and have used economic globalization to justify educational reforms. The study concludes by discussing the complex interrelations of these processes, including tensions between global and local concerns in educational reform.Zusammenfassung -UMSETZUNG DER GLOBALISIERUNG UND DEMO-KRATISIERUNG IN LOKALPOLITIK: BILDUNGSREFORMEN IN HONGKONG UND TAIWAN -Die letzten zwei Jahrzehnte haben drei bedeutende internationale Trends besta¨tigt: ein Anwachsen der Zahl demokratischer Staaten, die wirtschaftliche Globalisierung und Bildungsreformen im Lichte der Herausforderungen des neuen Jahrtausends. Viele Forschungsarbeiten haben sich mit dem Wandel der Bildung vor dem Hintergrund von Globalisierung und Demokratisierung befasst, brachten aber nur wenig Erkenntnis u¨ber die komplexen Interaktionen zwischen allen drei Prozessen. Angesichts der ju¨ngsten Bildungsreformen in Hongkong und Taiwan untersucht der vorliegende Beitrag das Wesen lokaler Bildungspolitik im Zeitalter der Globalisierung. Er begegnet solchen Globalisierungstheorien, die die Rolle des Staates minimieren und den Einfluss der Globalisierung auf lokale Faktoren u¨bertrieben darstellen. Insbesondere untersucht er, wie die Regierungen dieser zwei chinesischen Gesellschaften einen Demokratisierungsprozess praktiziert haben, um Reformpla¨ne zu entwerfen und zu legitimieren, und wie sie die o¨konomische Globalisierung nutzen, um die Bildungsreformen zu rechtfertigen. Die Studie schließt mit einer Diskussion der komplexen Beziehungen zwischen diesen Prozessen, wobei sie die Spannungen zwischen globalen und lokalen Interessen im Rahmen der Bildungsreform nicht unbeachtet la¨sst.Re´sume´-GLOBALISATION ET DÉ MOCRATISATION EN TRANSFERT DANS LA POLITIQUE LOCALE : RÉ FORME É DUCATIVE À HONG KONG ET TAI¨-WAN -Les deux dernie`res de´cennies ont te´moigne´de trois importantes tendances internationales : une augmentation du nombre des e´tats de´mocratiques, une globalisation e´conomique, et des re´formes e´ducatives a`la lumie`re des de´fis du nouveau mille´naire.

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What Does Globalization Mean for Educational Change? A Comparative Approach

Cited by 227 publications

References 10 publications

EU Funding and Issues of ‘Marketisation’ of Higher Education in Greece

EU Funding and Issues of ‘Marketisation’ of Higher Education in Greece

Wallerstein’s world-systems analysis in comparative education: A case study

Translating Globalization and Democratization into Local Policy: Educational Reform in Hong Kong and Taiwan

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