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8 Cards in this Set

  • Front
  • Back
Meyer & Ramirez (2003)
General concepts
Schooling is core feature of transnationally defined development goals
Evidence: more standardized than would expect given range of development of nations globally
Society has standard (world culture) cultural vision
Expansion on Wallerstein
Meyer & Ramirez (2003)
Practically all nations:
Measure growth in GNP p/c
View citizens as people with rights
View education as developmental instrument & assoc with respectable member of “imagined community” legitimized by world society
Meyer & Ramirez (2003)
Factors increasing Standardization
Factors increasing Standardization: PHGN
Professional models have intensified
HC & related theories linked education and development
Global integration has increased
Normative models have intensified
Meyer & Ramirez (2003)
How do World systems promote dominant models?
Scripts: higher order thinking skills, active learning, etc.
International orgs promote models
Sciencization/Professionalization of education
Meyer & Ramirez (2003)
World Culture theses
1. Diffusion of models from core, prof/international org
2. Endogenous forces lose impact over time
3. World models increasing force over time (crit: enforced by what)
4. Factors affecting change increasingly related to position in world order
5. Historical: 19th/20th c rationalized models produced more similarities than would have been expected
Baker & LeTendre (2005)
Recognized core knowledge, homogeneity
World culture of universalism (gender equity) surpass nat’l
Baker & LeTendre (2005)
School and family
Centrality of schooling, surpass family in importance
Schooling as religion (Meyer, 2000) – moralistic, good
As education (cognitive) matters more, gets more competitive
SES matters more (through tutoring (Shadow Education))
Equity of provision/Competition paradox
Heynemann/Loxley (1982)
Coleman (1966)
Baker & LeTendre (2005)
Solutions waiting for a problem
Narrow reforms counterproductive