Abstract
Abstract
Chapter 8 examines the effect of globalization on schooling and its distributive roles through the world culture lens. According to this perspective, one aspect of globalized schooling is manifested in access to education, where the focus in the discourse on justice has shifted from social rights to human rights. Moreover, grading practices have become predicated on a global ethos of meritocracy, which is realized through international tests like the Program for International Student Assessment and Trends in International Mathematics and Science Study. Finally, globalized schooling has extended the scope of school curriculum, covering topics related to diversity and progressive issues, such as student-centeredness and environmental concerns. The chapter contends that these changes, as understood in the world culture perspective, are grounded in justice tenets underlying Western liberalism. Moreover, it discusses the shortcomings of this perspective in addressing local, culturally specific factors, leading to the emergence of hybrid educational cultures.
Publisher
Oxford University PressNew York
Reference90 articles.
1. Arab Education Bekamestween Two Discourses: Achievement and Recognition.;Alpayim,2009
2. 203C8.P43Anderson-Levitt, Kathryn M. 2003b. “A World Culture of Schooling?.” In Local Meanings, Global Schooling: Anthropology and World Culture Theory, edited by Kathryn M. Anderson-Levitt, 1–26. New York: Palgrave Macmillan.
3. C8.P44Appadurai, Arjun. 2000. “Disjuncture and Difference in the Global Cultural Economy.” In The Globalization Reader, edited by Frank J. Lechner and John Boli, 322–330. Malden, MA: Blackwell.
4. C8.P45Arnove, Robert F. 1999. “Reframing Comparative Education: The Dialectic of the Global and the Local.” In Comparative Education: The Dialectic of the Global and the Local, edited by Robert F. Arnove and Carlos A. Torres, 1–24. Lanham, MD: Rowman & Littlefield.