39 results
Search Results
2. Global-National-Local Dynamics in Policy Processes: A Case of 'Quality' Policy in Higher Education
- Author
-
Vidovich, Lesley
- Abstract
This paper moves beyond a conceptualization of globalization as a top-down imposition of policy directions 'from above' to focus on the active two-way dynamics between global, national and local levels of policy processes. Arguably, the particular 'case' examined here of 'quality' policy is especially appropriate as quality policy and golbalization rose to prominence in educational discourses at roughly the same time during the 1990s, suggesting that the two may be intimately interconnected. An analysis of new quality policy in Australian higher education for the 2000s is used as a vehicle to explore the dynamic reciprocity of global-national-local interactions in policy processes as revealed through empirical evidence collected during interviews with members of the national Australian Universities' Quality Agency. The concluding discussion highlights a key meta-level theme of education policy transfer between countries and the potential for global policy convergence.
- Published
- 2004
3. Girls' education in Balochistan, Pakistan: exploring a postcolonial Islamic governmentality.
- Author
-
Anwar, Javed, Kelly, Peter, and Gray, Emily
- Subjects
POSTCOLONIAL analysis ,GLOBALIZATION ,POSTCOLONIALISM ,NONGOVERNMENTAL organizations - Abstract
This paper explores the status of girls' education in the schools of rural Balochistan in Pakistan, and examines the dimensions of access, enrolment and retention. In order to explore the complexities of this governmental problem, we will propose the concept of postcolonial Islamic governmentality. Drawing on Foucault's work on the arts of government, with Dean's (2010) writing on illiberal governmentalities, and the work of Salehin (2016) on pious governmentality in Bangladesh, we will suggest that postcolonial Islamic governmentalities emerge at the intersections of the legacies of British colonialism in Pakistan's post-colonial governance; the influence of processes of neo-liberal globalisation in the policies of developing countries by donor countries, development NGOs and the SDGs; and the forms of Islamic governance embedded in the juridical, cultural, social and gender relations of Pakistan as a postcolonial, Islamic state. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
4. The recession as the site of the exceptional: young people, self-determination and social mobility.
- Author
-
Luttrell-Rowland, Mikaela
- Subjects
SOCIAL conditions of youth ,AUTONOMY (Psychology) ,SOCIAL mobility ,GLOBALIZATION ,GREAT Recession, 2008-2013 ,MERITOCRACY ,SOCIAL classes ,TEENAGERS - Abstract
This paper examines the importance of ‘self-determination’ and ‘hard work’ found within interviews with a group of young people in Manchester, England. The author suggests that moments of apparent contradiction within the interviews have much to offer, particularly when analysed in relation to discussions of inequality and political economy. Data from this paper show that while the young people mostly spoke about work choices in primarily individualistic ways, they used the recession as a means to acknowledge that acquiring jobs simply cannot just be about ‘choice’ or working hard, but is also configured by the market and structural inequality. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
5. 'Creating a modern nursing workforce': nursing education reform in the neoliberal social imaginary.
- Author
-
Snee, Helene, White, Peter, and Cox, Nigel
- Subjects
NURSING education ,NEOLIBERALISM ,FEMINISM ,SOCIAL mobility ,EDUCATION policy ,GLOBALIZATION - Abstract
This paper explores how nursing education both exemplifies the contradictions of neoliberalism alongside its seemingly all-encompassing influence. We conduct a feminist critical policy analysis to trace the histories of nursing as a feminised vocation located outside the academy, and how this is reflected in recent policy. We then critically explore widening participation and social mobility in relation to nursing education, and demonstrate how a discourse of fairness is used to justify market solutions. The 'special case' of nursing is considered through an analysis of how 'the nurse' as subject is constituted in education policy discourse. Our discussion focuses on the effects of these reforms and demonstrates how historical discourses that centre on women as carers are assimilated into the 'neoliberal social imaginary'. The paper's scope is both local – the gendered history of nursing education in England – and global – the force of neoliberal globalisation in education policy. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
6. Peer review, Bourdieu and honour: connecting Chinese and Australian intellectual projects.
- Author
-
Singh, Michael and Han, Jinghe
- Subjects
SCHOLARLY peer review ,FOREIGN students ,EDUCATION research ,SOCIOLOGY of knowledge ,GLOBALIZATION ,POLITICAL attitudes - Abstract
The reviews of papers for refereed journals are rarely a source of exhilaration, only occasionally a pleasure and frequently dispiriting. Using peer reviews of research containing Chinese concepts, this paper explores different ways of thinking about knowledge, its evaluation and transfer. Bourdieu's concepts of fields of power, position taking, positioning and honour provide a framework whereby peer reviews are positioned as integral to scholarly argumentation. They are used to test efforts to connect Chinese ideas into the global dynamics of research-based knowledge, and to teach early career researchers about how to engage in academic disputation. [ABSTRACT FROM AUTHOR]
- Published
- 2010
- Full Text
- View/download PDF
7. Multi-sited understandings: complicating the role of elite schools in transnational class formation.
- Author
-
Lillie, Karen
- Subjects
CLASS formation ,TRANSNATIONAL education ,HIGHER education ,GLOBALIZATION ,TRANSNATIONALISM - Abstract
It has been argued that a transnational elite class is emerging, and that elite schools are 'choreographing' this process. This article nuances this developing theoretical framework with empirical data from an economically elite boarding school in Switzerland. It demonstrates that young men and women at this site linked to a global economy whilst refracting geopolitical tensions in their interactions with one another. This draws our attention to the multi-sited understandings that elite young people develop, despite the widespread assumption that in modern globalisation, wealth can break down cultural and juridical borders. This paper thus importantly contributes to an emerging discussion about the possibilities and constraints of transnational class formation at elite schools. In particular, it suggests that different kinds of elite schools may fill different kinds of roles when it comes to such processes. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
8. Wasteland revisited: defining an agenda for a sociology of education and migration.
- Author
-
Pinson, Halleli and Arnot, Madeleine
- Subjects
SOCIOLOGY ,EDUCATION ,EMIGRATION & immigration ,GLOBALIZATION ,SPECIALISM (Philosophy) - Abstract
In 2007, we argued that, when it comes to sociology of education, the lives and education of refugee children were invisible. Sociology of education was 'a wasteland' as far as studies of the social effects of migration were concerned. Here, we revisit this argument exploring whether education and migration has been developed into a viable specialism in the discipline, and whether one of the great societal challenges of our age is being addressed. Examining the work published on migration and education since 2005 in BJSE, we see that the majority of studies focus on the global mobility of students and on school experiences of migrant children. While these are valuable foci, what is missing is a more extensive consideration of how 'the age of migration' and the characteristics of global migration in the 21st century challenge the values, the policies and practices associated with state education institutions and social order. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
9. The Neoliberal Educational Agenda and the Legitimation Crisis: old and new state strategies.
- Author
-
Bonal, Xavier
- Subjects
EDUCATION policy ,EDUCATION ,GLOBALIZATION ,ECONOMIC systems ,SOCIOLOGY - Abstract
In the context of globalisation and hegemonic neoliberalism, the state's ability to legitimate the economic system and its own policies cannot be assumed as a positive automatic effect. The economic and political conditions that once framed state action have changed, and it is reasonable to think that the emergence of a new accumulation regime implies also a shift in the traditional strategies used by the nation-state to legitimate its policy-making. This paper reviews how the neoliberal educational agenda develops a new political rationality that changes the traditional forms in which the state has managed its legitimation crisis. In addition, the paper argues that context-based factors, nationally specific, show that this political rationality may not be uniformly applied among different nation-states. The case of semiperipheral countries provides some evidence on the necessary combination of old and new strategies developed by the state to legitimate a neoliberal agenda. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
- View/download PDF
10. The Emperor's New Clothes: globalisation and e-learning in Higher Education.
- Author
-
Clegg, Sue, Hudson, Alison, and Steel, John
- Subjects
INTERNET in education ,EDUCATIONAL technology ,COMPUTERS in education ,GLOBALIZATION ,INTERNATIONAL trade ,INTERNATIONAL markets - Abstract
Two closely related and over-determining myths have shaped government inspired policy towards Information and Communication Technologies (ICTs) and education: the one is the irresistible power of globalisation, the other is the determining effect of technology. The result of both is to present the acceptance of e-learning throughout the education system as inevitable. The space for practitioners in Higher Education is either to embrace the new media enthusiastically or to stand aside and watch its inevitable unfolding. In this paper we develop a critical stance towards the dominant discourse and suggest that the shape of new media in education can be, and is being, contested. We argue against both technological determinism and the passive acceptance of the neo-liberal globalisation paradigm. No technologies are neutral. They are always the products of real historical social relations as well as the emergent technical capacities they provide. ICTs as artefacts and social processes are already inscribed with gendered assumptions and the accumulation strategies of their purveyors. Moreover, the conditions under which e-learning is being introduced into education are shaped by managerialist agendas. Placing pedagogy at the forefront is therefore to struggle over the terms and shape of the media adopted. We can see this at both the micro and macro level. Our paper exposes the emperor's new clothes while arguing that there is space for critical discourses that can more meaningfully engage with socially available technologies. [ABSTRACT FROM AUTHOR]
- Published
- 2003
- Full Text
- View/download PDF
11. Reimagining Critical Theory.
- Author
-
Rexhepi, Jevdet and Torres, Carlos Alberto
- Subjects
CRITICAL theory ,EDUCATIONAL sociology ,GLOBALIZATION ,POLITICAL sociology ,SOCIAL constructionism ,NEOLIBERALISM - Abstract
This paper discusses Critical Theory, a model of theorizing in the field of the political sociology of education. We argue for a reimagined Critical Theory to herald an empowering, liberatory education that fosters curiosity and critical thinking, and a means for successful bottom-up, top-down political engagement. We present arguments at a theoretical and meta-theoretical level, leaving empirical analysis to a future writing. We hold it impossible: to fully dissociate normative from the analytical in constructing scientific thought, thus showing the importance of the notion of a good society to guide varied intellectual explorations; to deny the political role of education; and to detach from historicity of thought and policy prescriptions emerging from such theorizing, as not all social constructions are equal in terms of logical configuration, methodological rigor, or solid empirical proof. What follows are snapshots of how we can reimagine the historical present, and how Critical Theory can impact the new theorizing of sociology of education. [ABSTRACT FROM PUBLISHER]
- Published
- 2011
- Full Text
- View/download PDF
12. Globalizing critical studies of 'official' knowledge: lessons from the Japanese history textbook controversy over 'comfort women'.
- Author
-
Takayama, Keita
- Subjects
COMFORT women ,TEXTBOOKS ,HISTORICAL revisionism ,EDUCATION & politics ,POWER (Social sciences) ,GLOBALIZATION - Abstract
This paper discusses the Japanese history textbook controversy over 'comfort women' to tease out insights that help globalize the existing theoretical discussion of politics of school knowledge. I begin by documenting how the domestic struggles over Japanese history textbooks are empowered and disempowered by the regional and international power relations. Using the Japanese case, I first problematize the use of hegemony in critical scholarship wherein struggles over school knowledge have been defined within the framework of a nation-state. Second, I call for situating the discussion of counter-hegemonic strategies in the increasingly internationalized politics of education witnessed around the world. In sum, this study calls for broadening the application of the notions of hegemony and counter-hegemony in critical education scholarship to take full account of the complex political dynamics of globalizations. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
13. Managing Youth Transitions in the Network Society
- Author
-
Kelly, Peter and Kenway, Jane
- Published
- 2001
14. The recession as the site of the exceptional: young people, self-determination and social mobility
- Author
-
Mikaela Luttrell-Rowland
- Subjects
Labour economics ,Sociology and Political Science ,Inequality ,media_common.quotation_subject ,05 social sciences ,050301 education ,Social class ,Social mobility ,Recession ,0506 political science ,Education ,Individualism ,Globalization ,Political economy ,050602 political science & public administration ,Meritocracy ,Sociology ,0503 education ,Structural inequality ,media_common - Abstract
This paper examines the importance of ‘self-determination’ and ‘hard work’ found within interviews with a group of young people in Manchester, England. The author suggests that moments of apparent contradiction within the interviews have much to offer, particularly when analysed in relation to discussions of inequality and political economy. Data from this paper show that while the young people mostly spoke about work choices in primarily individualistic ways, they used the recession as a means to acknowledge that acquiring jobs simply cannot just be about ‘choice’ or working hard, but is also configured by the market and structural inequality.
- Published
- 2014
15. Global field and global imagining: Bourdieu and worldwide higher education
- Author
-
Simon Marginson
- Subjects
Hegemony ,Sociology and Political Science ,Higher education ,business.industry ,Field (Bourdieu) ,Agency (philosophy) ,Identity (social science) ,Education ,Epistemology ,Globalization ,Power structure ,Sociology ,Social science ,business ,Social theory - Abstract
This paper maps the global dimension of higher education and associated research, including the differentiation of national systems and institutions, while reflecting critically on theoretical tools for working this terrain. Arguably the most sustained theorisation of higher education is by Bourdieu: the paper explores the relevance and limits of Bourdieu’s notions of field of power, agency, positioned and position?taking; drawing on Gramsci’s notion of hegemony in explaining the dominant role played by universities from the United States. Noting there is greater ontological openness in global than national educational settings, and that Bourdieu’s reading of structure/agency becomes trapped on the structure side, the paper discusses Sen on self?determining identity and Appadurai on global imagining, flows and ‘scapes’. The dynamics of Bourdieu’s competitive field of higher education continue to play out globally, but located within a larger and more disjunctive relational setting, and a setting that is less closed, than he suggests.
- Published
- 2008
16. The Neoliberal Educational Agenda and the Legitimation Crisis: Old and new state strategies
- Author
-
Xavier Bonal
- Subjects
Hegemony ,Sociology and Political Science ,Legitimation crisis ,media_common.quotation_subject ,Neoliberalism ,Context (language use) ,Education ,Politics ,Globalization ,State (polity) ,Sociology ,Economic system ,State action ,media_common - Abstract
In the context of globalisation and hegemonic neoliberalism, the state's ability to legitimate the economic system and its own policies cannot be assumed as a positive automatic effect. The economic and political conditions that once framed state action have changed, and it is reasonable to think that the emergence of a new accumulation regime implies also a shift in the traditional strategies used by the nation-state to legitimate its policy-making. This paper reviews how the neoliberal educational agenda develops a new political rationality that changes the traditional forms in which the state has managed its legitimation crisis. In addition, the paper argues that context-based factors, nationally specific, show that this political rationality may not be uniformly applied among different nation-states. The case of semiperipheral countries provides some evidence on the necessary combination of old and new strategies developed by the state to legitimate a neoliberal agenda.
- Published
- 2003
17. Global Field and Global Imagining: Bourdieu and Worldwide Higher Education
- Author
-
Marginson, Simon
- Published
- 2008
18. Managing Youth Transitions in the Network Society
- Author
-
Jane Kenway and Peter Kelly
- Subjects
Sociology and Political Science ,business.industry ,Social change ,Professional development ,Public relations ,Education ,Globalization ,Work (electrical) ,Vocational education ,Reflexivity ,Sociology ,Social science ,business ,Construct (philosophy) ,Network society - Abstract
Castells argues that society is being reconstituted according to the global logic of networks. This paper discusses the ways in which a globalised network logic transforms the nature young people's transitions from school to work. Furthermore, the paper explores the ways in which this network logic restructured the manner in which youth transitions are managed via the emergence of a Vocational Education and Training (VET) agenda in Australian post compulsory secondary schooling. It also notes the implications of the emergence of the 'network society' for locality generally and for selected localities specific to the research upon which this paper is based. It suggests that schools represent nodes in a range of VET and other networks, and shows how schools and other agencies in particular localities mobilise their expertise to construct such networks. These networks are networked, funded and regulated at various levels - regionally, nationally and globally. But, they are also facilitated by personal networking opportunities and capacities. The paper also points to the ways in which the 'reflexivity chances' of young people are shaped by this network logic - a situation that generates new forms of responsibility, for schools and teachers, with regard to the management of youth transitions.
- Published
- 2001
19. ‘Peacekeepers’ and ‘machine factories’: tracing Graduate Teaching Assistant subjectivity in a neoliberalised university.
- Author
-
Raaper, Rille
- Subjects
GRADUATE teaching assistants ,NEOLIBERALISM ,GLOBALIZATION ,UNIVERSITIES & colleges ,HIGHER education - Abstract
Guided by a Foucauldian theorisation, this article explores Graduate Teaching Assistant (GTA) experiences of their work and subjectivity in a neoliberalised higher education environment. By drawing on a research project with GTAs from one UK university, the article argues that GTA work is increasingly shaped by neoliberal reforms. The GTAs interviewed are critical of internationalisation, marketisation and client culture, and see these processes as acting on their subjectivity. The GTAs position themselves as mediators between demanding students and overworked academics: they have turned into much-needed ‘peacekeepers’ and ‘machine factories’. The findings also demonstrate that the subjectivity enforced by a dominant market ideology is further negotiated in the GTA experience. The discourses reveal that a lack of institutional control and coordination of graduate teaching provides the means for, and indeed enables, the GTAs to express some, but often limited, discontent with neoliberalism. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
20. Multi-sited understandings: complicating the role of elite schools in transnational class formation
- Author
-
Karen Lillie
- Subjects
Class (computer programming) ,Sociology and Political Science ,05 social sciences ,050301 education ,Gender studies ,Social class ,0506 political science ,Education ,Nationalism ,Globalization ,Elite ,050602 political science & public administration ,Transnationalism ,Sociology ,Class formation ,0503 education - Abstract
It has been argued that a transnational elite class is emerging, and that elite schools are ‘choreographing’ this process. This article nuances this developing theoretical framework with empirical data from an economically elite boarding school in Switzerland. It demonstrates that young men and women at this site linked to a global economy whilst refracting geopolitical tensions in their interactions with one another. This draws our attention to the multi-sited understandings that elite young people develop, despite the widespread assumption that in modern globalisation, wealth can break down cultural and juridical borders. This paper thus importantly contributes to an emerging discussion about the possibilities and constraints of transnational class formation at elite schools. In particular, it suggests that different kinds of elite schools may fill different kinds of roles when it comes to such processes.
- Published
- 2020
21. The worldly space: the digital university in network time.
- Author
-
Hassan, Robert
- Subjects
INFORMATION technology ,PHILOSOPHY of time ,GLOBALIZATION ,MASSIVE open online courses ,HIGHER education - Abstract
This article considers the effect of information technology upon teaching, learning and research in the ‘digital university’. In less than a generation the university has become a business like any other. It does so in the determining context of neoliberal globalisation and the computer revolution. The university develops through what we may now see as a disastrous ‘category error’. The article argues that humans are analogue creatures who have constructed analogue worlds that they recognise in large measure, in nature. Digital logic is nowhere recognised in nature, and is ultimately alien to us. The university is the key institution for enabling us to understand who and what we are, yet it is being undermined through the suffusion of the market logic and the digital technologies that drive it from a past we look to less, to a present we dwell in more, and a future we are less able to shape. [ABSTRACT FROM PUBLISHER]
- Published
- 2017
- Full Text
- View/download PDF
22. Extending theorisations of the global teacher: care work, gender, and street-level policies.
- Author
-
Robert, Sarah A.
- Subjects
TEACHERS' workload ,SOCIOLOGY of work ,GENDER ,EDUCATION policy ,EDUCATION ,SCHOOL administration ,GLOBALIZATION ,PROFESSIONALISM - Abstract
This article is concerned with teachers’ negotiation of global transitions premised on improving educational opportunity with implications for professionalism. The study blends sociology of gender, work, and organisations and gender policy analysis to theorise teachers’ policy negotiations. I explore how 20 Argentine teachers mediate 3 programmes’ demands for care work. Policy as practice and street-level bureaucracy are applied to data to interrogate for gendered boundary work. I propose the addition of care work, gender, and a street-level view to Maguire’s global teacher. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
23. Fabricated world class: global university league tables, status differentiation and myths of global competition.
- Author
-
David, Matthew
- Subjects
UNIVERSITY & college research ,GLOBALIZATION ,MASS media research ,EDUCATION & society ,HIGHER education - Abstract
UK media coverage of global university league tables shows systematic bias towards the Russell Group, although also highlighting tensions within its membership. Coverage positions UK ‘elite’ institutions between US superiority and Asian ascent. Coverage claims that league table results warrant UK university funding reform. However, league table data for all years to 2012 (when major funding reforms were implemented – most radically in England) do not show either US superiority or Asian ascent. Citation bias defines media content. Text itself is structured by three discursive ‘ratchets’: highlighting US successes but never failures, rising Asian institutions but never falls, and claiming that UK results warrant the same policy irrespective of whether results improve or worsen. These combine with selective doubt by ‘elites’ who question but are not questioned. These four discursive mechanisms fabricate an illusory threat of global competition. This threat is then used to warrant neo-liberal policies at home. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
24. Massification of higher education, graduate employment and social mobility in the Greater China region.
- Author
-
Mok, Ka Ho
- Subjects
HIGHER education ,GLOBALIZATION ,INFORMATION economy ,EMPLOYMENT ,SOCIAL mobility - Abstract
Globalisation and the evolution of the knowledge-based economy have caused dramatic worldwide changes in the character and functions of education, particularly higher education. In the search for global competitiveness, many emerging economies have begun to expand their higher education systems, which has significantly affected the relationship between higher education and graduate employment. Recently, international comparative studies have suggested that increasing enrolment in higher education does not always promote upward social mobility, and can intensify inequality in education. This article critically examines the impact of the expansion of higher education in East Asia on graduate employment and social mobility in the context of an increasingly globalising economy and changing labour market needs. The article discusses emerging trends in the Greater China region, with a particular focus on Hong Kong, Guangzhou and Taipei, and argues that the massification of higher education has not necessarily led to more occupational opportunities for youth or opportunities for upward social movement, particularly since the significant changes in the global labour market after the 2008 global financial crisis. On the contrary, the intensification of ‘positional competition’ among college graduates seems to reflect growing social inequality. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
25. Global cultural capital and global positional competition: international graduate students’ transnational occupational trajectories.
- Author
-
Kim, Jongyoung
- Subjects
GRADUATE students ,FOREIGN students ,EMPLOYMENT in foreign countries ,GRADUATE education ,GLOBALIZATION ,YOUNG adults ,HIGHER education - Abstract
International graduate students’ occupational trajectories have rarely been studied, although many studies exist on their learning experiences in foreign universities. Based on 80 qualitative interviews, this article aims to understand how, where, and why these students obtain jobs in academe and corporations. I focus particularly on Korean professionals who received graduate degrees from US universities and who later obtained jobs in Korea or the United States. The theoretical component of this work is based on two important concepts – global cultural capital and global positional competition – both of which are seen to be based on a global hierarchy of academic degrees and professional knowledge. This study empirically tests and elaborates Phillip Brown’s three rules of inclusion and exclusion in global positional competition. By looking at international students’ transnational occupational trajectories, this study aims to understand how global education, transnational job opportunities, and social inclusion and exclusion interact in diverse ways. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
26. Global competition, coloniality, and the geopolitics of knowledge in higher education.
- Author
-
Shahjahan, Riyad A. and Morgan, Clara
- Subjects
HIGHER education ,GLOBALIZATION ,IMPERIALISM ,GEOPOLITICS ,THEORY of knowledge - Abstract
While scholars have analyzed global higher education (HE) competition, they have largely failed to address how global spaces of equivalence are tied both to coloniality and to competition. Using the OECD’s International Assessment of Higher Education Learning Outcomes (AHELO) as a case study and drawing on concepts from coloniality including Fanon’s zone of being/non-being and Mignolo’s geopolitics of knowledge, we reveal how coloniality underpins the desire for global spaces of equivalence through: the desire for opportunity and belonging; and the desire for recognition and pride. We illuminate how the nature of global competition is not simply tied to market-based economic or political rationalities, but also operates under psychosocial dimensions interlinked with belonging in the international community. We argue that AHELO represents the mediation and internalization of a HE competition focused on teaching and learning, which reproduces coloniality by valuing characteristics of the enterprising, globally competitive institution. [ABSTRACT FROM PUBLISHER]
- Published
- 2016
- Full Text
- View/download PDF
27. Towards a theory of transnational academic capitalism.
- Author
-
Kauppinen, Ilkka
- Subjects
EDUCATION & globalization ,CAPITALISM & education ,EDUCATION & economics ,EDUCATIONAL sociology ,HIGHER education ,HIGHER education & state ,TRANSNATIONALISM - Abstract
This article draws attention to the relative lack of theoretically and methodologically elaborated approaches to understand and explain the complex relations between transnationalization of higher education and globalization seen especially from the point of view of global capitalism. The main aim of this article is to contribute to the construction of a theory of transnational academic capitalism (TAC). A theory of TAC argues that those networks, practices and activities that are blurring the boundaries between higher education, markets and states are increasingly becoming transnational without supposing that this transformation implies that local and national levels are insignificant in studying TAC. In this respect, focus is especially on methodological starting points of a theory of TAC. It is argued that a theory of TAC should be based on sociological relationalism and qualified methodological transnationalism. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
28. Social class as flow and mutability: the Barbados case.
- Author
-
Greenhalgh-Spencer, Heather, Castro, Michelle, Bulut, Ergin, Goel, Koeli, Lin, Chunfeng, and McCarthy, Cameron
- Subjects
EDUCATION of the social elite ,SOCIAL classes ,EDUCATION & society ,EDUCATION & globalization ,SCHOOL uniforms ,EDUCATIONAL technology - Abstract
This article draws on ethnographic research that examines the contemporary articulation of class identity in the postcolonial elite school setting of Old College high school in Barbados. From the qualitative data derived from this study, we argue that social class is better conceived as a series of flows, mutations, performances and performatives. We complicate the common-sense notion that class is a stable structure that allows for the categorization of people by providing a nuanced look into the lived experiences of students and alumni at this elite school. We focus on the wearing of uniforms, the use of technological devices, the deployment of language, and student-lead articulations of social class in an increasingly globalized space. Class is defined and (re-)shaped by students’ belongings and longings, all of which, too, are, mutable, and can readily mutate in accordance with local and global circumstances of supply and demand. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
29. Repositioning Higher Education as a Global Commodity: opportunities and challenges for future sociology of education work.
- Author
-
Naidoo, Rajani
- Subjects
COMMODIFICATION ,HIGHER education ,EDUCATION ,EDUCATIONAL change ,SOCIOLOGY ,GLOBALIZATION ,UNIVERSITIES & colleges - Abstract
This article analyzes the impact of forces for commodification on universities and highlights some of the potential socio-politico, economic and educational implications. Restructuring of funding and governance frameworks which have attempted to develop new modes of functioning in higher education which are more responsive to government intervention and market forces are outlined. Developments in three key areas of higher education are analyzed: access, knowledge reproduction, and knowledge production. It is argued that these developments pose considerable challenges for the field of the sociology of education, especially since it has tended to neglect higher education as a site of enquiry. Implications for future sociology of education work are outlined. The international literature on the restructuring of higher education reveals that there is a global trend away from forms of funding and regulation which were based on the social compact that evolved between higher education, and state and society over the last century. Governments across the world are making concerted efforts to boost participation rates in higher education. The link between higher education and economic development has focused attention on access to higher education in developing countries. The deepening stratification of higher education systems within industrialized countries is mirrored in the divisions in higher education across industrial and developing countries.
- Published
- 2003
- Full Text
- View/download PDF
30. The gift economy of elite schooling: the changing contours and contradictions of privileged benefaction
- Author
-
Jane Kenway and Johannah Clare Fahey
- Subjects
Pride ,Sociology and Political Science ,Power politics ,media_common.quotation_subject ,Gender studies ,Colonialism ,Education ,Globalization ,Scholarship ,Elite ,Power structure ,Gift economy ,Sociology ,Social science ,media_common - Abstract
Privileged benefaction in elite schools and the moral dilemmas, contradictions and power politics involved are the focus of this paper. The notion of ‘the gift’ provides our analytical lens. We concentrate on two girls’ schools – one in South Africa and one in England. These were both built, in various ways, on the British model of public schooling. These schools pride themselves on their gifting practices. We offer a broad overview of the different local and global manifestations of and justifications for these practices as they occur in these schools and in the transnational organisations of which the schools are members.
- Published
- 2014
31. Global-National-Local Dynamics in Policy Processes: A Case of 'Quality' Policy in Higher Education
- Author
-
Vidovich, Lesley
- Published
- 2004
32. Globalizing critical studies of ‘official’ knowledge: lessons from the Japanese history textbook controversy over ‘comfort women’
- Author
-
Keita Takayama
- Subjects
Hegemony ,Sociology and Political Science ,media_common.quotation_subject ,World history ,Gender studies ,Education ,Globalization ,Politics ,Scholarship ,State (polity) ,Dominant ideology ,Comfort women ,Sociology ,Social science ,media_common - Abstract
This paper discusses the Japanese history textbook controversy over ‘comfort women’ to tease out insights that help globalize the existing theoretical discussion of politics of school knowledge. I begin by documenting how the domestic struggles over Japanese history textbooks are empowered and disempowered by the regional and international power relations. Using the Japanese case, I first problematize the use of hegemony in critical scholarship wherein struggles over school knowledge have been defined within the framework of a nation‐state. Second, I call for situating the discussion of counter‐hegemonic strategies in the increasingly internationalized politics of education witnessed around the world. In sum, this study calls for broadening the application of the notions of hegemony and counter‐hegemony in critical education scholarship to take full account of the complex political dynamics of globalizations.
- Published
- 2009
33. Governmentality and the Sociology of Education: Media, Educational Policy and the Politics of Resentment
- Author
-
McCarthy, Cameron and Dimitriadis, Greg
- Published
- 2000
34. A new equity deal for schools: a case study of policy‐making in Queensland, Australia
- Author
-
Parlo Singh and Sandra Taylor
- Subjects
New Deal ,Globalization ,Framing (social sciences) ,Sociology and Political Science ,Sociology ,Education policy ,Policy sociology ,Public administration ,Sociology of Education ,Policy analysis ,Globalism ,Education - Abstract
In this paper we draw on concepts from policy sociology to analyse the new equity deal for schools in Queensland, Australia. We examine this ‘new deal’ through an analysis of the language of ‘inclusion’ and ‘educational risk’ in key policy documents associated with a major reform of public education in Queensland. In addition, we analyse the interview talk of key policy actors involved in policy framing, carriage and monitoring. We note that globalism has increased rather than reduced social inequity. At the same time, good quality accessible education can play a crucial role in challenging the inequalities produced by global informationalism. In Queensland, Australia, equity is still on the agenda, but in radically new neo‐liberal economic ways. The focus is individualistic—each individual needs to be tracked because they are potentially ‘at‐risk’ of ‘school failure’. Identification of ‘at‐risk’ students has been devolved to the level of the school and district, and intervention strategies have to be dev...
- Published
- 2007
35. Global–national–local dynamics in policy processes: a case of ‘quality’ policy in higher education
- Author
-
Lesley Vidovich
- Subjects
Sociology and Political Science ,Higher education ,business.industry ,Public administration ,Policy analysis ,Education ,Policy studies ,Globalization ,Reciprocity (social psychology) ,Agency (sociology) ,Education policy ,Sociology ,business ,Quality policy - Abstract
This paper moves beyond a conceptualization of globalization as a top‐down imposition of policy directions ‘from above’ to focus on the active two‐way dynamics between global, national and local levels of policy processes. Arguably, the particular ‘case’ examined here of ‘quality’ policy is especially appropriate as quality policy and golbalization rose to prominence in educational discourses at roughly the same time during the 1990s, suggesting that the two may be intimately interconnected. An analysis of new quality policy in Australian higher education for the 2000s is used as a vehicle to explore the dynamic reciprocity of global–national–local interactions in policy processes as revealed through empirical evidence collected during interviews with members of the national Australian Universities' Quality Agency. The concluding discussion highlights a key meta‐level theme of education policy transfer between countries and the potential for global policy convergence.
- Published
- 2004
36. Welcome to the New Ambivalence: Reflections on the historical and current cultural antagonism between the working class male and higher education
- Author
-
Andrew Marks
- Subjects
Sociology and Political Science ,Social network ,Higher education ,business.industry ,media_common.quotation_subject ,Professional development ,Gender studies ,Ambivalence ,Feminism ,Education ,Globalization ,Working class ,Masculinity ,Sociology ,business ,media_common - Abstract
This paper is an attempt to trace the history of working class male ambivalence towards both the structure and the processes of higher education. An analysis is attempted whereby the nature of working class masculinity as ambivalent regarding education is problematised and placed within a much larger social network for consideration. It is hypothesised here that as society changes from being production-led to information-led the nature of working class masculinity will have to change. Previously, working class masculinity had been inextricably linked to notions of hard, unpleasant work. This will have to change, and it is further hypothesised that at present we are witnessing the 'lag' as working class masculinity tries to catch up with the world of work, technology and the forces of Globalisation.
- Published
- 2003
37. The ‘Everyday World’ of Teachers? Deracialised discourses in the sociology of teachers and the teaching profession
- Author
-
Barry Troyna
- Subjects
Ethnocentrism ,Sociology and Political Science ,media_common.quotation_subject ,Gender studies ,Symbolic interactionism ,Racism ,Education ,Globalization ,Argument ,Legitimation ,Multiculturalism ,Sociology ,Sociology of Education ,media_common - Abstract
This article explores the way in which the ‘everyday world’ of teachers and the teaching profession has been discoursively formulated in sociological research. In particular, it is critical of the way certain sociologists have ‘deracialised’ that world. In part, then, the argument complements Sandra Acker's (1983) feminist critique of the sociological literature on teachers. In the first part of the paper I look critically at the discourses of Schoolteacher (Lortie), Teachers’ Work (Connell) and Teachers’ Careers (Sikes, Measor and Woods) and argue that deracialisation is achieved and confirmed in these seminal studies through the processes of ‘globalisation’ and ‘commatization’. Following on from this, I look at the emergence of ‘Images of studies of ethnic minority teachers. I question the efficacy of their challenge to deracialised studies because of their tendency to articulate with the discourse of multiculturalism and, as a consequence, their implicit legitimation of ethnocentric conception...
- Published
- 1994
38. Citizens for our times? The role of sociology.
- Author
-
Sikes, Pat, Starkey, Hugh, and Connell, Raewyn
- Subjects
GLOBALIZATION ,NONFICTION - Abstract
The article reviews the book "Educating the gendered citizen: sociological engagements with national and global agendas," by Madeline Arnot, Jo-Anne Dillabough, Helena Araujo
- Published
- 2009
- Full Text
- View/download PDF
39. I, Teacher: Re-Territorialization of Teachers' Multi-Faceted Agency in Globalized Education
- Author
-
Vongalis-Macrow, Athena
- Published
- 2007
- Full Text
- View/download PDF
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