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23 Cards in this Set
- Front
- Back
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Arnove in WORLD-SYSTEMS ANALYSIS AND COMPARATIVE EDUCATION IN THE AGE OF GLOBALIZATION
Meyer |
determinants of global expansion of edu systems. Early studies, wealthier countries more likely to increase access to edu. Modernization-oriented govts tending to expand secondary and mobilization political systems (socialist) emphasizing primary and higher. Did not explain why edu expanding everywhere at rapid rate. Quote: “Education everywhere expanded independent of the constraints and stimuli that economic, political, and social structures provided in previous times. This universal increase in education has led us to speculate that the causes of this expansion lie in the charac- teristics of the contemporary world system, since such characteristics would affect all nations simultaneously.“
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Arnove in WORLD-SYSTEMS ANALYSIS AND COMPARATIVE EDUCATION IN THE AGE OF GLOBALIZATION
Boli and Ramirez |
spread of compulsory linked to Enlightenment project. Glorification of God replaced by celebration of human project, which in 20th century linked to econ growth. Salvation of soul to development of potential. Seen as means to modernize, prosper and enhance individual talent.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
Inkeles and Sirowy |
convergence of edu systems from social pressures of operating large scale and complex tech based economy/society.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
Altbach |
edu neocolonialism perpetuates econ dependency.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
Carnoy |
schooling colonizes children’s minds to contribute to capitalist accumulation.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
McNeely |
influence of IO prescriptions regarding national edu policies. IOs define and promote principles and ideals that guide state policy.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
Chabbot |
IOs construction of edu for development; IO as reflection of others interests in diffusing rational models.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
Cusso and D'Amico |
pressure on UNESCO to adopt OECD and WB stat procedures to remain relevant to edu discourse.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
Normand |
results of studies on school effectiveness movement in Britain were simplified and standardized as prescriptions to compare different edu systems.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
Laval and Weber |
even powerful states like France tend to delegate decisions about edu priorities to IOs.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
Actor-Network Theory |
agents, orgs and devices as interactive effects. Actors bends space around itself and makes other elements dependent. IO as agent. Coproducers of culture. Actors try to align other actors with own interests. Econometric economists translate their knowledge in policies. IOs use this to justify expansion of edu systems and investment. Becomes black box. Obligatory point of passage for formulation of national edu policies and intl aid. Enlarged domain of IOs. Basis of black box: human capital theory, residual factor, edu planning.
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Resnik in International Organizations, The “Education-Economic Growth” Black Box and the Development of World Education Culture
Education planning |
Planning: 4 basic approaches: 1. Social demand, 2. Pool of abilities, 3. Comparative, 4. Manpower. Last is key. Black box was warmly adopted by IOs. Precious allies. The objectivity, neutrality and calculability were attractive.
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Phillips & Schweisfurth in Comparative and International Education
Marxism |
Relationships between education and development, economic inequalities and their roots, reveal social justice problems in capitalism. Marxists recommend intervention in free markets to ensure equitable distribution, aid agendas examined so that dependency not created, and look at how schools reproduce inequalities.
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Phillips & Schweisfurth in Comparative and International Education
Edu and dev |
Economic rationalism. Stirrat: hegemony of economics, economists as legitimators of policies. Focus on implications of resource allocation and distribution for relations between edu variables and between these and external env. Assumption that relationship between edu and dev is linear and controllable and that econ resources and outcomes are the keys. Evidence that edu is socially and privately profitable suggests costs of edu need to be shared by society and individuals. High social rates of return to primary indicate top priority should be here. Diff bet high private rates of return and low social rates of return for higher ed – greater cost burden to indiv
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Karen Mundy in Global Governance and Educational Change
About global gov |
Global Gov research looks at how forms of intl authority socially constructed and historically contingent, rather than materially or historically fixed. Looks at norms and ideas and role of transnational nonstate actors. Embraced a normative goal – operating rules for the world polity. Idea of global gov first came to fore through Rosenau’s classic reframing of world order as a system of governance without government. System of rules and regulation had emerged at intl level even though lacked formal coercive basis of legitimated political authority associated with states.
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Karen Mundy in Global Governance and Educational Change
3 clusters of research |
Sparked three main clusters of research. 1. Specific set of reforms to achieve better delivery of global public goods. 2. Case studies of roles of intl norms, IOs and nonstate actors. Embedded liberalism; neoinstitutionalists/bureaucracy; moral authority of social movements and collective action; pomos looking at modernity.
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Karen Mundy in Global Governance and Educational Change
Educational multilateralism |
Mass edu and national identity. Edu has been an accepted and growing arena for intergov cooperation. 2 arenas for edu mult between 1945 and 1990. 1. Intl regime for edu development in newly ind states of the south. Universal right to edu, bilateral aid, UN orgs. Fed by Cold War competition and redistributive claims for edu. 2. Standard setting. OECD. Edu Mult did not form a coherent whole. Torn between edu as universal value and that it’s contained in territorial nation states. Shaped by liberal norms and also realist economic and geopolitical interests of sov nations.
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Karen Mundy in Global Governance and Educational Change
Two main theoretical frameworks by edu scholars. |
1. Meyer, Ramirez. Expansion of schooling as taken for granted and homogenous institutional form around the world. IOs as handmaidens. World society. Structural. 2. Cultural imperialism and expansion world capitalism. Mass edu as legitimating system. Erode sov. Glob gov can move beyond these 2 ideas.
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Feinberg & Soltis in School and Society
Marxism |
Driving force is struggle among classes to hold power and status. Schools serve the dominant class by providing for the social reproduction of economic, political status quo while giving the appearance of objectivity and neutrality and opportunity. Deeper conflict is always about class although it may be seen as about racism, etc. Example of college raising standards – unintended consequence is shutting out the lower class. No necessary relation between intent and consequence. Problem with functionalism is it takes dominant class norm and makes them universal. The other classes are measured against this and seen to be part of society as a whole, which reinforces dominant position. It all comes down to mode of production. Truth is dependent on concepts available to us. At any given cultural stage, we have certain concepts, and school transmits those. Class can exist objectively and subjectively. The latter occurs when a class recognizes itself and gains consciousness. Development of this can be blocked through false consciousness and hegemony. When dominant class has implanted its mode of thinking on the subjugated it has achieved hegemony. False consciousness is like the slave believing he should be owned by the master. New codes are developed by and for a specific class. Struggle ensues as the other class tries to keep the old codes.
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Feinberg & Soltis in School and Society
Neo-Marxism |
Economic domination still important but do not believe that the end of private ownership of the means of production is a guarantee that class domination will end. Critically analyze each situation of dominance. Routinization of labor challenges the functional idea that school is to serve increased need for skill in workforce. Development of false consciousness maintains the apparatus of the capitalist state – judges, police, etc. This repressive force is not enough though. Another mechanism, Ideological State Apparatuses (ISA) (Althusser) – communications, family, political parties, unions, etc. Also school.
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Feinberg & Soltis in School and Society
Bourdieu and Passeron |
Schooling produces certain deep-seated ways of understanding and perceiving that allow subordinate groups to be reproduced and the dominant class to maintain its status without resorting to physical repression or coercion. “Symbolic violence” Habitus – resulting ways of acting. This separates groups and also provides legitimacy to symbols of dominant culture. School develops a distant respect for unapproachable objects of dominant. School appears apolitical and so its lesson is accepted. Problem – don’t understand subgroups, we don’t know why lower class isn’t using museums etc,
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Saha in Cultural and Social Capital in Global Perspective in Zajda, International Handbook on Globalization, Education and Policy
Bourdieu |
According to Bourdieu (1986) “Capital is accumulated labor . . . which, when appropriated on a private, i.e., exclusive, basis by agents or groups of agents, enables them to appropriate social energy in the form of reified or living labor” (p. 241). Furthermore, as Bourdieu notes, capital has the potential capacity to “produce profits”. In this seminal paper, Bourdieu identified four types of capital: economic, cultural, social, and symbolic. The concept of economic capital is best known and is a form which is convertible into money and property rights. Symbolic capital, which appears only in a footnote in Bourdieu’s discussion, is a form of capital where the object is symbolically possessed and reflected in habitus, which are durable schemes of perception and action (permanent dispositions) (Madigan, 2002).
Cultural capital: knowledge, etc. but also participation in society. Social capital: resources obtained through relationships with others. Putnam, civic engagement; trust, norms, networks that improve efficiency of society by coordinating actions. Bourdieu linked cultural capital with education. Theory of social reproduction – of class structure of society by means of inhereited culture. |
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Burbules, N.C. And Torres, C.A. (2000). “Globalization And Education: An Introduction.”
Dilemmas of a globalized education system |
1. Economic – affects employment. Schools need to reconsider this mission in light of changing job markets in a post-Fordist work environment. Schools are creating producers as well as consumers. 2. Economic – forced into neoliberal framework; shrink state, market approaches; rational management; testing, deregulation. 3. Political – constraint on national/state policy making posed by external demands from transnational institutions. Edu may help with world citizenship. 4. Cultural – multiculturalism; pressures on local cultures
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