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Higher education decolonisation: #Whose voices and their geographical locations? Globalisation, Societies and Education Pub Date : 2021-04-08 Arinola Adefila, Rafael Vieira Teixeira, Luca Morini, Maria Lúcia Teixeira Garcia, Tania Mara Zanotti Guerra Frizzera Delboni, Gary Spolander, Mouzayian Khalil-Babatunde
ABSTRACT Calls continue for the decolonisation of higher education (HE). Based on internationalisation debates, a research team from Africa, Europe and Latin America reviewed published decolonisation voices. Using bibliometric analysis and a conceptual review of abstracts, the authors examined the drivers framing decolonisation in HE and identified the voices in those debates which involved the historically
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Populism, the state and education in Asia Globalisation, Societies and Education Pub Date : 2021-04-05 Fazal Rizvi
ABSTRACT In recent years, many populist leaders and parties have succeeded in taking over the levers of state power, in spite of the fact that much of their political rhetoric in opposition expresses anti-state sentiments. This paper examines how populist leaders and parties in Asia have been able to use the institutions of the state, including education, to exercise and perpetuate their power. Focusing
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When the world is your oyster: international students in the UK and their aspirations for onward mobility after graduation Globalisation, Societies and Education Pub Date : 2021-03-30 Jihyun Lee
ABSTRACT A recurrent narrative in the recent literature on international student mobility is that overseas study is motivated by a desire for onward international mobility or oriented towards specific goals such as an international career. However, the way in which transnational mobility after graduation is perceived and experienced by international students is largely unexplored. Drawing on in-depth
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Global Citizenship Education / Learning for Sustainability: tensions, ‘flaws’, and contradictions as critical moments of possibility and radical hope in educating for alternative futures Globalisation, Societies and Education Pub Date : 2021-03-30 Dalene M. Swanson, Mostafa Gamal
ABSTRACT 'Global citizenship’ entered public parlance prominently during heightened globalisation. To be a citizen of this new globalised, interconnected world was to be a subject of capital. Like Janus, a subject of this neoliberal world order was to be both an inwardly-gazing subject of the nation state, and simultaneously an outwardly-gazing subject of global capital. ‘Global citizenship’ (GC) carries
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Examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence Globalisation, Societies and Education Pub Date : 2021-03-26 Elisavet Anastasiadou, Josephine Moate, Hannu L.T. Heikkinen
ABSTRACT This study uses the Aristotelian notion of phronesis as a critical lens for examining how global citizenship education is prefigured in the Scottish Curriculum for Excellence. Based on a content analysis of key curriculum documentation, the findings outline the way in which techne and episteme with their associated ways of knowing and acting dominate the curriculum. Nevertheless, the hints
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Interfaces of critical global citizenship education in research about secondary schools in ‘global North’ contexts Globalisation, Societies and Education Pub Date : 2021-03-23 Karen Pashby, Marta da Costa
ABSTRACT This article extends and expands a nuanced unpacking of conceptualisations of critical global citizenship education (GCE) in typologies of GCE (Pashby, K., M. da Costa, S. Stein, and V. Andreotti. [2020]. “A meta-review of typologies of global citizenship education.” Comparative Education 56 (2): 144–164.). It finds approaches to critical GCE can be described in broad terms that conflate quite
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Depth education and the possibility of GCE otherwise Globalisation, Societies and Education Pub Date : 2021-03-22 Vanessa de Oliveira Andreotti
ABSTRACT This reflective article offers an account of important lessons I have been taught as an educator in the field of global citizenship education over the last 20 years. The article highlights some of the complexities and challenges in this area, with particular attention to problematic patterns of north–south relations and to the role of education in addressing systemic complicities in harm and
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Reimagining global citizenship education for a volatile, uncertain, complex, and ambiguous (VUCA) world Globalisation, Societies and Education Pub Date : 2021-03-22 Sharon Stein
ABSTRACT In this article, I propose the need to reimagine global citizenship education for a VUCA world: volatile, uncertain, complex, and ambiguous. In this context, it remains unclear what kind of GCE could adequately prepare young people for numerous overlapping global challenges. Most responses to this conjuncture suggest that we revise our descriptions of the problems we face, and cohere around
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Re-reading the OECD and education: the emergence of a global governing complex – an introduction Globalisation, Societies and Education Pub Date : 2021-03-07 Tore Bernt Sorensen, Christian Ydesen, Susan Lee Robertson
ABSTRACT This article introduces the Special Issue ‘Re-reading the OECD and education: the emergence of a global governing complex’. Its distinctive contribution is related to its dual epistemological aims: to explore how different conceptual lenses and methodological approaches add to our understanding of the OECD as an intergovernmental organisation; and second, to understand the ways in which the
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The OECD: actor, arena, instrument Globalisation, Societies and Education Pub Date : 2021-02-10 Vera G. Centeno
ABSTRACT This article suggests that it is in the vicissitudes of the OECD’s internal developments that we can better understand how the OECD developed into a global policy actor and reference in education. From an ontological perspective, the article focuses on the three characteristics dimensions of IGOs – actor, arena, instrument – and examines how these are constitutive of the OECD, as reflected
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Where science met policy: governing by indicators and the OECD’s INES programme Globalisation, Societies and Education Pub Date : 2021-02-24 Sotiria Grek, Christian Ydesen
ABSTRACT Drawing on archival sources, interviews, and research literature, this article offers new insights into the making, structure and long-term effects of the International Educational Indicators (INES) programme of the Organisation for Economic Co-operation and Development (OECD). The article argues that INES was crucial in setting the OECD on the path to becoming a global education policy actor
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Data, trust and faith: the unheeded religious roots of modern education policy Globalisation, Societies and Education Pub Date : 2021-01-18 Daniel Tröhler, Veronika Maricic
ABSTRACT This paper explores the unheeded religious roots of the modern conviction to standardised, scientific education policy and its inherent sciento-social epistemology. In doing so, it traces the discursive roots of this hierarchical but non-governmental idea of social governance from its 16th century Scottish Presbyterian predecessors to its advocates at Teachers College, Columbia University
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The OECD as an arena for debate on the future uses of computers in schools Globalisation, Societies and Education Pub Date : 2021-01-25 Barbara Hof, Regula Bürgi
ABSTRACT Computer education was an integral part of curriculum development and a priority of the OECD’s policy agenda at the turn of the 1970s. Based on an analysis of archival documents, programme overviews and publications, this article describes how the introduction of computers in the classroom was advocated by the OECD and, more specifically, how this fostered the creation of an arena for the
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Provincializing the OECD-PISA global competences project Globalisation, Societies and Education Pub Date : 2021-02-11 Susan L. Robertson
ABSTRACT In 2018 the OECD added a set of global competence measures to its PISA programme, and reported on the outcomes in November 2020. In this paper I explore the provenance of the idea of global competence underpinning the OECD-PISA Global Competence framework and measure. The official account by the OECD references the OECD PISA Governing Board, Expert Panels, National Teams and Consortia engaged
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A NeverEnding story: tracing the OECD's evolving narratives within a global development complex Globalisation, Societies and Education Pub Date : 2021-02-15 Euan Auld, Paul Morris
ABSTRACT This paper applies insights from narrative theory to analyse the OECD’s transition to providing humanitarian large-scale assessments under the SDGs, situating this within the evolving dynamics of a global development complex. The perspective is guided by the thematic interests of the special issue, with the goal of enriching understanding of both the OECD’s changing positions and capacities
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Placing PISA in perspective: the OECD’s multi-centric view on education Globalisation, Societies and Education Pub Date : 2021-01-28 Helen Seitzer, Dennis Niemann, Kerstin Martens
ABSTRACT The OECD has become a major driver of domestic education reforms, especially since the establishment of PISA. However, we know very little about the contextualisation of PISA within the publication output of the OECD, and what ideas of education the IO is spreading. In this article, we explore the entire thematic portfolio of the OECD’s education publications and show that it goes far beyond
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On the ‘life of numbers’ in governing Mexico’s education system: a multi-scalar account of the OECD’s PISA Globalisation, Societies and Education Pub Date : 2021-02-01 Israel Moreno-Salto, Susan L. Robertson
ABSTRACT There is now an extensive body of research concerning the OECD’s Programme for International Student Assessment (PISA), and its recent additions and variations. Despite this, we argue that there is a paucity of theory-informed empirical research on the ways in which the PISA results about a nation’s education system both circulate within, and are engaged by, educators and policymakers at different
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How to achieve a ‘revolution’: assembling the subnational, national and global in the formation of a new, ‘scientific’ assessment in Japan Globalisation, Societies and Education Pub Date : 2021-01-24 Keita Takayama, Bob Lingard
ABSTRACT This paper traces the complexities, contingencies and tensions involved in the creation of a new, ‘scientific’ assessment in what we call Prefecture A in Japan. We start with a thick, granular description of the complicated and ongoing narrative of a new policy emergence. This descriptive account serves as a precursor to our application of an Actor Network Theory (ANT) approach, particularly
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Rearticulating PISA Globalisation, Societies and Education Pub Date : 2021-02-02 Hikaru Komatsu, Jeremy Rappleye
ABSTRACT The OECD’s PISA exercise has by now been widely critiqued. Whilst we agree with most concerns, we begin with the assumption that PISA will remain an enduring and powerful feature of the global educational landscape. Even if the PISA test itself were discontinued, a similar large-scale quantitative assessment exercise would soon arise to take its place. As such, we focus herein on strategies
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Authoritarianism and academic freedom in neoliberal Turkey Globalisation, Societies and Education Pub Date : 2021-03-14 Sevgi Doğan, Ervjola Selenica
ABSTRACT This article examines the relationship between academic freedom and authoritarianism in Turkey. While not a new problem in the Turkish context, academic freedom has come particularly under attack following the attempted military coup on 15 July 2016, as well as with the Turkish intervention in the Syrian conflict. This paper is focused on scholars and academics currently working in Turkish
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Global citizenship education as a pedagogy of dwelling: re-tracing (mis)steps in practice during challenging times Globalisation, Societies and Education Pub Date : 2021-03-14 Gerardo L. Blanco
ABSTRACT Global citizenship education is full of contradictions and tensions. Neither the global nor citizenship are neutral concepts, and both come with long histories of violence, oppression and exclusion. While global citizenship education has often been discussed from a policy- or institution-level perspective, it is necessary to examine closely the practices that bring this concept to life at
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Governing higher education toward neoliberal governmentality: a Foucauldian discourse analysis of global policy agendas Globalisation, Societies and Education Pub Date : 2021-03-14 Ryan P. Deuel
ABSTRACT Intergovernmental organisations (IOs) have developed global policies that have shaped the practices of higher education for decades. The OECD, WTO, and World Bank have long framed higher education as both a contributor to human capital and a driver of economic growth. Yet, their policy agendas have transformed over time and more recently taken up neoliberal narratives. This paper analyses
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Rethinking global citizenship education with/for transnational youth Globalisation, Societies and Education Pub Date : 2021-03-10 Andrea Dyrness
ABSTRACT This paper compares state-led approaches to global citizenship education, driven by the concerns of national security, with the kinds of citizenship formation transnational youth acquire through their experiences in transnational social fields. I show that these transnational experiences—particularly their relationships with loved ones in their countries of origin—naturally foster the types
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Global citizenship education as bounded self-formation in contemporary higher education internationalisation projects Globalisation, Societies and Education Pub Date : 2021-03-08 Thatcher A. Spero
ABSTRACT This paper explores the progressive possibilities of global citizenship education (GCE) and higher education internationalisation in the current milieu that is defined by the interwoven dominance of globalisation, neoliberalism, and English. Since current trends augur shifts in higher education internationalisation growth to nonWestern and nonAnglophone countries, the study focuses on a university
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On saviours and saviourism: lessons from the #WEscandal Globalisation, Societies and Education Pub Date : 2021-02-23 David Jefferess
ABSTRACT In 2020, the Canadian-based humanitarian organisation WE was the subject of a funding scandal in Canada that cast a critical light on its finances and mandate. The scandal tarnished the reputations of the organisation and its founders, Craig and Marc Kielburger, who had been lauded as model global citizens for more than two decades. This paper uses the controversy as an example to distinguish
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Global Desi?: possibilities and challenges for global citizenship education in India Globalisation, Societies and Education Pub Date : 2021-02-22 Simantini Dhuru, Nisha Thapliyal
ABSTRACT The world we live in today compels what Ruben Gaztambide-Fernandes describes as ‘intensified encounters with difference’ constituted by contradictory and paradoxical movements. A decolonial approach to constructing global imaginaries centres on reconfiguring human relations in ways that unmask complicity and denial and further healing, justice and solidarity. In this paper, we reflect on the
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Social citizenship competences of primary school students: does socio-ethnic diversity in the classroom matter? Globalisation, Societies and Education Pub Date : 2021-02-18 Lisa De Schaepmeester, Johan van Braak, Koen Aesaert
ABSTRACT In our current diverse society, young people need a wide scope of social citizenship competences to coexist with and understand the otherness of others. Schools are one of the social practices in which students develop these social citizenship competences. This study aims to identify how socio-ethnic diversity in the classroom is related to the social citizenship competences of sixth grade
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Intersections and collaborative potentials between global citizenship education and education for sustainable development Globalisation, Societies and Education Pub Date : 2021-02-17 Su-ming Khoo, Nanna Jordt Jørgensen
ABSTRACT This article examines intersecting agendas and concerns in global citizenship education (GCE) and education for sustainable development (ESD) in the face of current global crises and pressures. While it cannot be assumed that the two educational projects automatically converge, generative and promising overlaps emerge from the shared interest in the SDG 4.7 education target. The article elaborates
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Alternative modes of family travel: middle-class parental ‘exit’ strategies as a different orientation towards global citizenship education Globalisation, Societies and Education Pub Date : 2021-02-16 Miri Yemini, Claire Maxwell
ABSTRACT In this paper we focus on two types of middle-class families: those who avoid air travel for environmental reasons and those who choose to live nomadic lives, travelling with their children around the world and staying weeks or months in certain locations, mainly in Asia, South America, and Africa. We analyse data gathered from interviews with parents, blogs, fora and more traditional media
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Editors' Note Globalisation, Societies and Education Pub Date : 2021-01-16 Susan Robertson
(2021). Editors' Note. Globalisation, Societies and Education: Vol. 19, Special Issue: Organisational perspectives on globalisation in education; Guest editors: Dr. Izhak Berkovich and Dr. Pascale Benoliel, pp. 1-1.
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Using the SDGs for global citizenship education: definitions, challenges, and opportunities Globalisation, Societies and Education Pub Date : 2021-02-08 Stephanie Leite
ABSTRACT The 17 United Nations Sustainable Development Goals (SDGs) employ a global indicator framework to detail each Goal and monitor its implementation. This article focuses on three targets from the indicator framework, which call for mainstreaming education for global citizenship, sustainable development, and climate change into national curricula. By investigating the practicalities of meeting
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Applying a ‘glonacal’ framework: the education choices of academically elite students in Singapore in relation to state scholarships Globalisation, Societies and Education Pub Date : 2021-02-08 Luke Lu
ABSTRACT This study is an attempt at better understanding the education choices of top-performing students in elite schooling. It applies a ‘glonacal’ framework (Maxwell 2018, “Changing Spaces – The Reshaping of (Elite) Education Through Internationalisation.” In Elite Education and Internationalization: From the Early Years Into Higher Education, edited by C. Maxwell, U. Deppe, H. Kruger, and W. Helsper
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Less is more: education for uncertain times Globalisation, Societies and Education Pub Date : 2021-02-08 Julian Pigott
ABSTRACT How are children to prepare for an era in which work can be outsourced anywhere in the world, university graduates compete with computers and robots for jobs, and in which any number of other, unforeseeable social and economic trends may transpire? Popular discourses on educational reform talk of the need for schools and colleges to produce more flexible, creative, and analytic learners through
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Outsiders-insiders-in between: Punjabi international students in Canada navigating identity amid intraethnic tensions Globalisation, Societies and Education Pub Date : 2021-02-04 Lilach Marom
ABSTRACT This study explores the experiences of Punjabi international undergraduate students (PIS) at a Canadian university (KPU). Many PIS choose to study at KPU because of its proximity to one of the largest Punjabi communities in the Indian diaspora. By drawing on the concept of ‘intraethnic othering’, the article demonstrates that while the proximity of an ethnic community of the same origin was
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Online educational populism and New Right 2.0 in Australia and England Globalisation, Societies and Education Pub Date : 2021-02-03 Steven Watson, Naomi Barnes
ABSTRACT In this paper, we consider educational populism on social media in England and Australia. In both contexts, academics are positioned as a key constituent of an unjust elite with previously voiceless teachers (UK) and students (Australia) framed as the ‘just people’. While populism often speaks to nations and nationalism, as ‘the people’ against an ‘unjust elite’ or ‘other’, micropopulism concerns
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Education in the light of sustainable development goals – the case of the European Union countries Globalisation, Societies and Education Pub Date : 2021-01-31 Agata Szymańska, Elżbieta Zalewska
ABSTRACT The aim of this study is to compare the implementation of sustainable development goals targeted at an important area of socio-economic life: quality education. The study focuses on a sample of 28 European Union countries and uses multivariate approaches to check to what extent the goals have been achieved. Due to data availability, the study is based on data for 2018. Regardless of the employed
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Portraits of teachers in neoliberal times: projections and reflections generated by shadow education research Globalisation, Societies and Education Pub Date : 2021-01-28 Bich-Hang Duong, Iveta Silova
ABSTRACT Shadow education (or private supplementary tutoring) has grown exponentially both as a phenomenon and an area of research. Based on a qualitative content analysis of international research on private tutoring published in the last four decades (1980–2018), this study explores how teachers and their teaching practices are represented in this literature and what such constructions mean for teacher
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Social fragmentation and the public–private school divide: the case of high-achieving high schools in Mexico City Globalisation, Societies and Education Pub Date : 2021-01-28 Marta Cristina Azaola
ABSTRACT This study explores views on social fragmentation amongst participants from public and private high-achieving high schools in Mexico City. Whilst issues relating to social fragmentation have recently received more attention in Mexico, there is a lack of research in relation to the existing divisions amongst both school types. The paper aims to expose, through a limited sample size, some of
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Discovering the way: past, present and possible future lines of global citisenship education Globalisation, Societies and Education Pub Date : 2021-01-24 Noelia Santamaría-Cárdaba, Suyapa Martínez-Scott, Miguel Vicente-Mariño
ABSTRACT Education for Global Citizenship (GCE) is a key issue in current educational debates. Throughout this study, through a review of the literature, a historical journey is made through the past, present and future lines of GCE. This theoretical journey covers the evolution of GCE from the 1960s to the present to allow us to gain perspective on how it has become increasingly important in this
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Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace Globalisation, Societies and Education Pub Date : 2021-01-20 Felipe Furtado Guimarães, Kyria Rebeca Finardi
ABSTRACT In the current scenario of dispersed knowledge authorities and uncertainty brought by the Covid-19 pandemic, a critical reflection on the nationalist and anti-global climate is necessary to support the promotion of alternative ways of Global Citizenship Education (GCE). This paper addresses some of the criticism raised at the concept of GCE to discuss Collaborative Online International Learning
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The impact of neoliberal globalisation on (global) citizenship teacher education in Norway Globalisation, Societies and Education Pub Date : 2021-01-18 Essam Abdelrasul Bubaker Elkorghli
ABSTRACT Norway has been going through numerous changes in its education system. In the last 10 years, Norway has retrained its teachers to obtain master’s degrees, redrawn its curricula objectives, and instated national exams for certain subjects. These changes are occurring at a time of intensified globalisation and increased displacement of people. With these changes in mind, the article examines
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Neo Zionist right-wing populist discourse and activism in the Israel education system Globalisation, Societies and Education Pub Date : 2021-01-17 Halleli Pinson
ABSTRACT Over the past decades, neo-Zionist discourse has gain prominence in Israel. This approach, which gives preference to the definition of Israel as a Jewish state over its definition as a democracy, is a specific version authoritarian populism. This paper explores how educational discourses, policies and curricular changes are being shaped by right-wing populist organization and politicians to
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A theory of internationalisation practice in New Zealand and Indonesia: a rationality-relationality approach Globalisation, Societies and Education Pub Date : 2021-01-14 Svetlana Kostrykina, Kerry Lee, John Hope
ABSTRACT The article outlines the making of an explanatory theory for internationalisation of higher education (IoHE) in the emerging global knowledge economy. A grounded theory method with reference to a Theory of Practice is utilised to theorise IoHE in New Zealand. The pivotal features of IoHE are conceptualised as rationality and relationality, reflecting the global neoliberal agenda and national
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Passports to the Global South, UN flags, favourite experts: understanding the interplay between UNESCO and the OECD within the SDG4 context Globalisation, Societies and Education Pub Date : 2021-01-06 Camilla Addey
ABSTRACT As the OECD and UNESCO increasingly work in the same geographical and thematic areas, this paper explores the interplay between the organizations in relation to the making of global learning metrics and the global monitoring of the Sustainable Development Goal 4. Although the organizations seek to cooperate, this paper shows how this is limited by differences within and between the organizations –
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Trump’s populist discourse and affective politics, or on how to move ‘the People’ through emotion Globalisation, Societies and Education Pub Date : 2021-01-03 Encarnación Hidalgo-Tenorio, Miguel-Ángel Benítez-Castro
ABSTRACT Recursively in history, emotions such as social anger, moral satiety, distrust of the elite and the Establishment, among others, have all contributed to politicians’ encouragement and exploitation of a rather emotionally charged discourse (Block, E., and R. Negrine. 2017. “The Populist Communication Style: Toward a Critical Framework.” International Journal of Communication 11: 178–197). In
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A point of view: can a narrative imagination approach to the business curriculum contribute to global citizenship and sustainability? Globalisation, Societies and Education Pub Date : 2020-12-21 Valerie Priscilla Goby
(2020). A point of view: can a narrative imagination approach to the business curriculum contribute to global citizenship and sustainability?. Globalisation, Societies and Education. Ahead of Print.
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‘A woman before a person’: teachers navigating gender roles during international experiences Globalisation, Societies and Education Pub Date : 2020-12-15 Melissa C. Mitchem
ABSTRACT While studies have explored the affordances and limitations of teachers’ international experiences in developing their critical global perspectives, few have attempted to understand what teachers observe about gender roles and expectations during their time abroad. In this study, I interpret the narratives of three U.S. women teachers who participated in educative international experiences
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The clustering in ‘global universities’ of graduates from ‘Elite Traditional International Schools’: a surprising phenomenon? Globalisation, Societies and Education Pub Date : 2020-12-07 Tristan Bunnell, Michael Donnelly, Hugh Lauder
ABSTRACT Our paper reveals a significant under-reported emergent phenomenon: the graduates of the well-established ‘Elite Traditional International Schools’ worldwide are beginning to cluster in certain universities, in certain ‘global cities’. As one might expect, New York and London are central to this clustering, alongside Boston, Toronto and Vancouver. Surprisingly, these destinations are not the
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Openness towards diversity? Cultural homophily in student perceptions of teaching and learning provided by international and home academics Globalisation, Societies and Education Pub Date : 2020-10-28 Natalie Tebbett, Heike Jöns, Michael Hoyler
ABSTRACT This article contributes new empirical findings and conceptual arguments to topical debates about internationalisation ‘at home’ through a comparative study on how undergraduate students experience and perceive university learning and teaching by international and home academics. Drawing on survey data from a research-intensive English university, the study shows that most UK home students
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The motivations that put Portugal back on the route of Brazilian higher education students Globalisation, Societies and Education Pub Date : 2020-10-14 Juliana Chatti Iorio
ABSTRACT For a long time the historical/colonial relations between Brazil and Portugal guaranteed the mobility of Brazilian elite that wanted to obtain a degree mostly from the University of Coimbra. However, only in the twenty-first century the flow of Brazilian students to Portuguese higher education increased, turning it into the largest community of foreign students in Portugal. This paper will
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Does academic freedom make sense in Turkey? A content analysis study Globalisation, Societies and Education Pub Date : 2020-10-14 Hasan Yücel Ertem
ABSTRACT Academic freedom has a special significance for universities within the context of higher education. However, it is fair to say that the concept of academic freedom within the Turkish literature is not well developed either conceptually or methodologically. The purpose of this study is to map the existing research and scholarship on academic freedom in Turkey so as to shed light on what is
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From [non] policy to practice: staff’s perspectives on support and services for students of immigrant background in Icelandic universities Globalisation, Societies and Education Pub Date : 2020-10-13 Hanna Ragnarsdóttir, Anh-Dao Tran, Kriselle Lou Suson Jónsdóttir
ABSTRACT The aim of this qualitative study is to explore how staff at three Icelandic universities attend to the needs of students of immigrant background. The theoretical background includes critical multicultural studies which focus on analysing the position of minority groups in societies and education from a critical perspective [Parekh 2006 Parekh, B. 2006. Rethinking Multiculturalism: Cultural
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The pragmatic perfectionism of educational policy: reflections on/from Singapore Globalisation, Societies and Education Pub Date : 2020-10-12 Ian Hardy, M. Obaidul Hamid, Vicente Reyes
ABSTRACT This paper analyses reflections upon the nature of recent educational policymaking in Singapore. Drawing upon the authors’ individual and collective autoethnographic analyses of a series of reflective notes jotted down after discussions with educators from private and public schools in Singapore, the Academy of Singapore Teachers, and FutureSkills Singapore, we argue that what we learned from
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Global education policy mobilities and subnational policy practice Globalisation, Societies and Education Pub Date : 2020-09-14 Marcia McKenzie, Kathleen Aikens
ABSTRACT Drawing on data from three levels of education policy-making in Canada, in this paper we identify variegated interactions of global circulations of sustainability discourses in education in relation to priorities and responses at subnational levels of government, including provinces and territorial ministries of education, local school divisions, and schools. Understanding ‘scale’ as mutable
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Intercultural learning in the home environment: children’s experiences as part of a homestay host family Globalisation, Societies and Education Pub Date : 2020-09-13 Jungmin Kwon
ABSTRACT This paper explores how immersion and engagement with different cultures in the home environment impacts Korean children’s intercultural learning. More specific attention is given to the experience of nine Korean children whose families have voluntarily served as homestay host families and hosted foreign guests for more than seven years. This qualitative inquiry is drawn from data including
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The rise of the organisational society in Canadian and U.S. textbooks: 1836-2011 Globalisation, Societies and Education Pub Date : 2020-09-13 Minju Choi, Hannah K. D’Apice, Nadine Ann Skinner
ABSTRACT This paper examines how organisations have increasingly been portrayed in textbooks as solving social problems as well as contributing to national development. Findings from 527 Canadian and U.S. textbooks illustrate the rise of an organisational society during the time period between 1836 and 2011. Discussions of for-profit and non-profit forms of organisations rise early on in both countries
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Looking for their voice: the formation of identity in the new Israeli principals’ organisation Globalisation, Societies and Education Pub Date : 2020-09-11 Ravit Mizrahi-Shtelman
ABSTRACT Based on an in-depth analysis of newspaper articles and internal documents, in this article I examine the formation of a new collective and glocal identity for the Israeli principals’ organisation, Manhigim, which was established in October 2018. I show how, in the process of establishing the organisation, the leaders formed a collective glocal identity comprised of three distinct identities
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Developing the notion of teaching in ‘International Schools’ as precarious: towards a more nuanced approach based upon ‘transition capital’ Globalisation, Societies and Education Pub Date : 2020-09-10 Adam Poole, Tristan Bunnell
ABSTRACT This paper is a response to a recently published article in this journal entitled ‘Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers’ by Rey, Bolay, and Gez (2020. “Precarious Privilege: Personal Debt, Lifestyle Aspirations and Mobility Among International School Teachers.” Globalisation, Societies and Education, 1–13. doi:10.1080/14767724
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The effects of native versus multicultural classes on teacher self-efficacy: a case study of Turkish instructors Globalisation, Societies and Education Pub Date : 2020-09-10 Ayşegül Takkaç Tulgar
ABSTRACT The globalisation of the world reflected its inevitable effects in language classrooms which unite students from different cultures. In such classrooms, instructors’ sense of self-efficacy is affected by classroom multiculturality. Setting out from the paucity of research on classroom nativity and multiculturality as factors influencing instructor self-efficacy, this descriptive case study
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Global citizenship: changing student perceptions through an international curriculum Globalisation, Societies and Education Pub Date : 2020-09-10 Mary Hayden, Shona McIntosh, Andrés Sandoval-Hernández, Jeff Thompson
ABSTRACT The extent to which education has a long-term impact on the way students view themselves and the world is a key question, not least when curricula with an international character claim to develop attributes aligned with global citizenship. To our knowledge, there have been few, if any, longitudinal studies that assess the impact of curricula that make such claims. Examining students’ and alumni
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