Globalisation and the UNESCO mandate: multilateral prospects for educational development

UNESCO is analysed in terms of the challenges brought to it by globalisation. In particular, the `logic' of internationalism and its expression after World War Two as functional multilateralism are seen to be under serious challenge from a potential fragmentation of world order. Changes in the character of nation-states and the consequences for structured collaboration between and among them force questions to be posed concerning UNESCO's role in global educational development. An examination of the origins and early constitutional mandate of UNESCO provides opportunity to explore patterns whereby the Organisation might reinvent itself — within existing constitutional parameters — in order to reclaim that relevance so confidently proclaimed for it over fifty years ago.     

Ideologies,strategies and higher education development: a comparison of China’s university partnerships with the Soviet Union and Africa over space and time

University partnerships have been a key dimension of higher education development. Based on documentary analysis and empirical data, this study compares two distinctive models of university partnership experienced by China, first as a recipient with the Soviet Union in the 1950s and later as a provider with African countries in the 2000s. The different modalities of China’s university partnerships are analysed in the changing contexts of a shift from the political ideology of socialism to the current global context of neo-liberalism. The article looks critically at how Chinese universities have utilised their earlier experience of development under Soviet influence in their current approach to internationalisation, taking China’s on-going 20?+?20 University Partnership Scheme with less developed countries in Africa since 2010 as an example. The intention of this article is to reflect deeply on the policy implications of China’s experience in transforming its position from a recipient into a provider of university partnerships. Finally, the article also looks at the Confucian mission of the Chinese University 3.0 and the possibility of fostering multilateral university partnerships for international development in the context of globalisation.     

Vernacular globalisations: neo-statist accountability policies in France and Quebec education

The article argues that there is no single globalisation of education systems, but rather multiple globalisations of each system taken in its individual context. We propose three explanatory factors to account for these vernacular globalisation processes, that is, for individual policy trajectories in each national context: path dependence on earlier policy choices and institutions, education policy-making through bricolage, and finally the translation by national actors of international-level ideas or tools as a function of the debate, institutions or national power dynamics in question. The research design is based on the study of a most-likely case: accountability policy in two school systems – France and Quebec – which show strong variations. Document analyses and semi-structured interviews were conducted in both cases. In the two countries, distinct vernacular globalisations are at work leading to different neo-statist accountability policies. In Quebec, the reinforcement of state power through a growing vertical accountability and the systematic development of regulation tools between policy actors and levels lead to a ‘centralisation by institutional linkage’. In France, we rather witness a ‘globalisation by discursive internalisation’ in which transnational imperatives are integrated in official discourses on the regulation of the education system, but without radically questioning the mainstays of this regulation.     

Globalisation and the Politics of Accountability: Issues and dilemmas for gender equity in education

This article considers issues of accountability for gender reform in education given changing state formations accompanying globalisation processes and pressures. It is argued that globalisation processes work in contradictory ways. Hence, while market liberal ideologies and practices underpinning economic globalisation threaten to undermine gains which have been achieved in gender equity in education, there may be possibilities for a feminist engagement with processes of political globalisation to assist the project of gender reform. Examples will be drawn from the Australian experience but, if globalisation theorists are correct, should have broader applicability.     

浅析多边外交的优势与局限

随着经济全球化的发展,国际合作成为各国面临的现实问题.多边外交相对于其他外交形式来说,具有多边性、公开性、包容性和平等性等特点,决定了多边外交在促进国际合作中具有巨大的优势;但是,由于受到当今国际现实的约束,多边外交局限性也是不可忽略的.多边外交的局限性具体表现在:受到权力因素和国家利益、数量和主权国家能力的影响,因而多边外交相对于双边外交和秘密外交而言,效率低下,执行困难并且稳定性受到影响,具有集体行动的难题.这些对中国参与多边外交具有重要的启示.     

The accountability era in US teacher education: looking back,looking forward

Abstract

In keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders.     

中国对多边外交的认识及参与

多边外交是一种与双边外交相互补充的外交战略。新中国成立后虽然很早就参加了多边外交活动 ,但在很长时期内由于对多边外交的认识的局限 ,对多边外交的参与是有限的。改革开放后 ,特别是冷战结束后 ,中国对多边外交的认识发生了变化 ,积极参与多种形式的多边外交活动 ,并取得了很大的成就。中国的国情决定了中国多边外交具有自己鲜明的特点     

The rise of the transnational capitalist class and World Bank 'aid' for higher education

This article looks at globalisation as a process of replacement of the global political order of nation states with the global economic order of transnational corporations. It is argued that this process carries far-reaching consequences, in which a growing number of spheres, including education, are subjected to the interests of the global economic order. Under the disguise of global economic development activities the new world system strives towards maximising the short-term profits of the transnational capitalist class. Following Sklair's global systems theory, this article looks at the World Bank as a transnational organisation. Based on recent World Bank higher education reform loan projects in Eastern Europe, it is argued that the primary outcome of the World Bank loan projects is the redistribution of the resources of the so-called 'recipient countries' to the transnational capitalist class.     

Globalisation and Its Malcontents: In pursuit of the promise of education

In the course of exploring critiques of globalisation, this essay will focus on two postures—each with its range of arguments—that have emerged as alternatives to globalisation, namely, the delinking position and the subverting position. The first argues for standing “outside” of globalisation and its educational cultures and apparatuses. It brings together positions found in black feminism (as in the work of Audre Lourde), various religious, cultural, and ideology-centred approaches such as Islamic education and Afrocentric education, and critical dependency theorists such as Samir Amin, all of whom argue in one way or another for delinking the “South” from the “North”. The second argues for working “inside” the globalised world. This posture, represented by an eclectic group of philosophies and approaches that span radical constructivism, different versions of multiculturalism, and, on the left, old and new interpretations of Marxism, argues variously for developing more authentic and relevant pedagogies and for making a case for mobilising social structures behind political efforts to change the curriculum. The direction that this essay will take, in the course of critiquing these “outside” and “inside” postures, is to argue that neither is sufficient, by itself, as a reply to the assimilative and exclusionary impulses of the form of globalisation that dominates the world today. It is suggested, instead, that a way towards an alternative imagination to the hegemonic culture of globalisation lies in exploring the relationship between an engaged “inside” and “outside” view.     

Globalisation and Higher Education Restructuring in Hong Kong,Taiwan and Mainland China

Globalisation and the evolution of the knowledge-based economy have caused dramatic changes in the character and functions of higher education in most countries around the world. However, the impacts of globalisation on universities are not uniform even though similar business-like practices have been adopted to cope with competition in the global marketplace. The pressure for restructuring and reforming higher education is mainly derived from growing expectations and demands of different stakeholders in society. In the last decade, government bureaucracy, public service institutions and higher education institutions and universities have been significantly affected by the tidal wave of the public sector reform around the world. Apart from improving the efficiency and effectiveness of public services, universities are confronted with a situation in which the principles of financial accountability and responsiveness to stakeholders prevail amidst the massification stage under the condition of global economic retrenchment. In response to such pressing demands for change, policies and strategies of decentralisation, privatisation and marketisation are becoming increasingly popular measures in university governance. Reform strategies and measures like quality assurance, performance evaluation, financial audit, corporate management and market competition are adopted to reform and improve the performance of the higher education sector. This article examines the most recent higher education reforms and restructuring in Hong Kong, Taiwan and Mainland China, with particular reference to the issues related to globalisation of decentralisation and marketisation in higher education.     

Developing into similarity: global teacher education in the twenty‐first century

This article explains the process that is causing systems of teacher education in the EU, the USA and elsewhere to converge into a form of fewer qualitative distinctions. We argue that expansion brought about by processes familiar to globalisation is creating wide differences in the cost of information that incentivises use of standardised patterns for producing teachers. The logic of institutional expansion, like the logic of globalisation, operates as a uniting force across previously regarded nation‐state boundaries and cultural distinctions. This brief study identifies institutional scale and the division of information as key factors that link the interaction of institutions across markets and adds insight into the critically important issues surrounding the production of quality teachers.     

大学学术不端行为问责:内涵特征、依据指向以及逻辑构架

大学学术不端行为问责作为新时代加快推进学术治理能力现代化的关键举措,是一种内省、内生性保障学术自由向善发展的规制方式。大学学术不端行为问责不同于一般意义上的行政问责,其具有惩罚性、报应性、互动性与救济性等特征;伦理学依据、事实依据以及法律依据是其在实践层面的依据指向。文章在论证问责逻辑构架分析标准的基础上,基于问责主体、问责客体、问责依据、问责程序以及责任类型构建大学学术不端行为问责的内容构架,这符合学术治理所要解决现实问题的事实逻辑与价值逻辑。     

具有两种因果关系模糊逻辑分析模型的稳定性结构

本文利用由多边矩阵理论定义的正交性及对称性,提出了一种具有两种因果关系的模糊稳定性逻辑分析模型,这种稳定的逻辑分析模型结构清晰、简单,可用于解决许多复杂问题.     

Producing global citizens for the future: space,discourse and curricular reform

This article inquires into discourses of globalisation as they are put to use to accelerate higher education’s seemingly ready acquiescence to the demands of the market. We maintain that globalisation operates as a way to reason about space that produces images and narratives of universities, knowledge and students. We focus our analysis on curriculum reform as a way universities materialise the seemingly abstract economic logic of the so-called ‘knowledge society’ at the level of student-citizens, who are to be educated to become economic globalisation’s next agents. In order to locate curriculum’s productive role within university respatialisation, we offer a discourse analysis of the circulation of ideas about globalisation and higher education through intergovernmental and national documents, which take material form in a US state university system’s attempted curricular reform of its general education core. We inquire into the ways space, as a rationality, acts to create systems of reasoning about institutions, knowledges and subjects that furthers the production of a neoliberal global imaginary.     

Four stories: confronting contemporary ideas about globalisation and internationalisation in higher education

There is a common distinction between globalisation and internationalisation in higher education scholarship. Globalisation is seen as an over‐arching social and economic process where as internatinalisation is understood as the ways in which institutions of higher education respond to globalisation. This conceptual distinction has also worked its way into the practice of university administration around the world. Drawing on the theoretical work of Foucault and Giddiness, this conception the consequences of the globalisation / internationalisation distinction are analysed through four of higher accounts education strategies.     

Globalisation and citizenship education

This article discusses the notion of globalisation by reference to several of its proponents and critics. Issues of citizenship education in an era of global electronic communications are examined and the author argues that citizenship education that has a global dimension will necessarily be concerned with economic, social and political inequalities between citizens both within and between nation states. Global divisions involve fundamental inequalities of resources, rights to residence and much else. Since globalisation invokes differing responses from citizens around the world and within nation states it is likely that global citizenship education will have varied effects.     

The Fallacies of Flatness: Thomas Friedman's The World Is Flat

Thomas Friedman's best-selling The World is Flat has exerted much influence in the west by providing both an accessible analysis of globalisation and its economic and social effects, and a powerful cultural metaphor for globalisation. In this review, we more closely examine Friedman's notion of the social contract, the moral centre of his hopeful vision of a globalised world. While Friedman's social contract holds a more generous view of social and state obligation than his neoliberal economic analysis might otherwise allow, his fallacious assumptions about education rest on poorly argued claims about the nature of human beings, the proper aims of schooling, and meanings of justice in a globalised world.     

主体性道德教育：意蕴与路径

基于现代主体性哲学视域,深入考察和反思当今学校道德教育陷入低迷和失效的症结所在。规约化的行为控制机制、知识化的道德智慧追求、模塑化的道德教育逻辑是传统道德教育中学生道德主体性缺失的主要病理表征。培养和塑造师生的主体意识、生成和提升生活世界的道德智慧、理解和对话的多元价值选择则是其走出困顿、提高实效的根本出路。     

The Buddhist Institute at Phnom Penh,the International Council of Women,and the Rome International Institute for Educational Cinematography: intersections of internationalism and imperialism, 1931–1934

This article explores the intersection of aspects of imperialism and internationalism in discussion of cinematography at the League of Nations, at the International Council of Women (ICW), and as they played out in the imperial, national and local flows around educational cinematography in the work of Suzanne Karpelès at the Institute of Buddhist Studies in Phnom Penh, Cambodia. It focuses on the 1931 ICW cinematograph conference organised by Laura Dreyfus-Barney at the League’s Rome International Institute for Educational Cinematography (IIEC) and on the IIEC’s 1934 cinematography congress, when Dreyfus-Barney fed Karpelès’ ideas about educational film into the congress. The article looks at the notion of rapprochement (of nations) within internationalism as this became articulated at both the League and the ICW with notions about mentalities within imperialism. It also traces the intersection of rapprochement and mentalities in Karpelès’ promotion of educational cinematography from her base in Phnom Penh. The article concludes that various elements around the cinematic at the League, the ICW and at Phnom Penh illustrate articulations of internationalism in the domains of nationalism and imperialism as well as articulations of the national and imperial in the domain of the international.