Journal•ISSN: 1476-7724
Globalisation, Societies and Education
Taylor & Francis
About: Globalisation, Societies and Education is an academic journal published by Taylor & Francis. The journal publishes majorly in the area(s): Higher education & Politics. It has an ISSN identifier of 1476-7724. Over the lifetime, 803 publications have been published receiving 16702 citations.
Papers published on a yearly basis
Papers
More filters
TL;DR: This article argued that research is a specialised name for a generalised capacity to make disciplined inquires into those things we need to know, but do not know yet, and argued that knowledge is both valuable and ephemeral due to globalisation.
Abstract: This paper argues that research be recognised as a right of a special kind – that it be regarded as a more universal and elementary ability. It suggests that research is a specialised name for a generalised capacity to make disciplined inquires into those things we need to know, but do not know yet. I maintain that knowledge is both more valuable and more ephemeral due to globalisation, and that it is vital for the exercise of informed citizenship. I acknowledge the 30% of the total world population in poorer countries who may get past elementary education to the bottom rung of secondary and post‐secondary education, and state that one of the rights that this group ought to claim is the right to research – to gain strategic knowledge – as this is essential to their claims for democratic citizenship. I then explore the democratisation of the right to research, and the nexus between research and action, using the Mumbai‐based Partners for Urban Knowledge Action and Research (PUKAR) as an example.
266 citations
TL;DR: This paper revisited and extended arguments made in 1996 and 1997 about the relationship between globalisation, the state and education policy, and pointed out the need to reconsider some of the arguments and to review the policy responses.
Abstract: In this article I revisit and extend arguments made in 1996 and 1997 about the relationship between globalisation, the state and education policy. I was particularly concerned then to see how a small but strong state, Singapore, was responding in the education arena to globalisation. I also wished to draw attention to the literature on the high rates of economic growth achieved by the East Asian ‘tigers’ in which education, training and capital–labour accommodation played a large part; in all these countries the state was strong, being in the market as well as managing it. But with globalisation and neo‐liberal economic policies growing in strength, the havoc caused by the 1997 Asian economic crisis and the new geopolitical and security environment following the September 11, 2001 attacks on the US, there is a need to reconsider some of the arguments and to review the policy responses, especially in education. Is there evidence of the state weakening? Are more pro‐market policies changing governance and f...
218 citations
TL;DR: Neoclassical economics focuses on the efficiency of a free market system and the associated role of the public sector as mentioned in this paper, and it has been around for over a century, with antecedent...
Abstract: Neoclassical economics focuses on the efficiency of a free‐market system and the associated role of the public sector. As a school of thought, it has been around for over a century, with antecedent...
217 citations
TL;DR: The authors argue that the economic, political and cultural changes associated with globalisation do not automatically give rise to globally oriented and supra-territorial forms of subjectivity, and that the tendency of educational institutions such as schools to privilege narrowly instrumental cultural capital perpetuates and sustains normative national, cultural and ethnic identities.
Abstract: This article takes the case of international education and Australian state schools to argue that the economic, political and cultural changes associated with globalisation do not automatically give rise to globally oriented and supra-territorial forms of subjectivity. The tendency of educational institutions such as schools to privilege narrowly instrumental cultural capital perpetuates and sustains normative national, cultural and ethnic identities. In the absence of concerted efforts on the part of educational institutions to sponsor new forms of global subjectivity, flows and exchanges like those that constitute international education are more likely to produce a neo-liberal variant of global subjectivity.
212 citations
TL;DR: The authors suggests that difficulties in the implementation of internationalization policies in higher education can be explained by the fact that universities are guided by divergent understandings of the term "internationalization" as well as by diverging or even contradictory ideologies.
Abstract: This article suggests that difficulties in the implementation of internationalization policies in higher education can be explained by the fact that universities are guided by divergent understandings of the term ‘internationalization’ as well as by diverging or even contradictory ideologies. This text, therefore, critically singles out and investigates three internationalization ideologies, referred to as idealism, instrumentalism and educationalism with a special emphasis on their explicit as well as implicit visions, foci, goals and strategies.
209 citations