全球化时代高等教育的文化批判

在全球化境域中,高等教育应秉持学术诉求,在全面分析全球化文化逻辑和文化主体的基础上,充分发挥其文化批判功能,以促进我们的文化不仅与全球化发展趋势相适应,而且与现代社会发展的要求相吻合。     

Educational policy trajectories in an era of globalization: Singapore and Cambodia

This paper critically discusses the educational policy trajectories of Singapore and Cambodia in an era of globalization. Drawing upon David Johnson’s five metaphors to describe the historical and political forces that shape educational policy trajectories, the paper argues that Cambodia’s current educational policy trajectory is characterized by the “politics of compelling” while Singapore’s situation is more akin to the “politics of selling”. In Singapore, the politics of selling intersects with the politics of gelling, in which various interest groups are encouraged to work together to strengthen the new economy of knowledge. The paper raises a common challenge for Singapore and Cambodia: to shift from a traditional teacher-centred and textbook-based approach to a more student-centred and ICT-based approach in a globalized world. The last section of this paper explores the possibility of addressing this challenge through gelling, by setting a new agenda for education, one that combines foreign and indigenous sources of knowledge from various interest groups.     

The political economy of higher education in the era of neoliberal globalization: Latin America in comparative perspective

During the last two decades, Latin American universities have experienced intense pressure to abandon the main principles established in the 1918 Córdoba Reform (i.e., autonomy and autarchy). While funding for public higher education has declined, they are pressured to relinquish a large portion of institutional autonomy in order to accommodate to market demands and to a new set of control strategies emanating from the state.We argue that current changes in Latin American higher education cannot be examined in isolation from larger political and economic changes in the region, which in turn are related to the dynamics of globalization. After the decline of socialist and welfare-state models, neoliberal regimes have become hegemonic in many parts of the world. In most countries, changes in financial arrangements, coupled with accountability mechanisms, have forced universities to reconsider their social missions, academic priorities and organizational structures. Concerns about equity, accessibility, autonomy or the contribution of higher education to social transformation, which were prevalent during previous decades, have been overshadowed by concerns about excellence, efficiency, expenditures and rates of return. The notion that higher education is primarily a citizens right and a social investment – which has been taken for granted for many decades – is being seriously challenged by a neoliberal agenda that places extreme faith in the market.Though we focus on the international dimension of university change, it is important to note that global trends are promoted, resisted and negotiated differently in each national context and in each individual institution. In the emerging knowledge-based society, the polarization between North and South is expected to increase even further if the scientific and technological gaps are not narrowed. Latin American universities have a crucial role to play in this regard. The paper is organized in two parts. The first describes the context of university change, focusing on issues of globalization and neoliberalism. The second examines the main features of university restructuring in comparative perspective, with a particular focus on Latin America.     

Learning science in an era of globalization: a phenomenology of the foreign/strange

In this study, we propose a set of concepts for conceptualizing issues of learning science related to globalization, the encounter with the (radically) foreign/strange—as this occurs as part of migration and even as part of the encounter of a learner with the unknown content that science lessons are to impart—from the perspective of the experiencing person and the experience. We take an approach to the question of the foreign/strange that is grounded in philosophies of difference, which have emerged in continental Europe, and which make use of advances in phenomenology, dialectics, and materialism. We draw on ethnographic work in one undergraduate physics course at a Canadian university, where we followed in particular one female Japanese student, who had come to this country for the purpose of getting a degree. As an entry point and as source of empirical materials, we draw on our own auto/ethnographic experience that brings particular advantages to ally pathos to the experience of the foreign/strange, something is happening to (affecting) us that is beyond all experience, understanding, and anticipation. We articulate three phenomenological aspects that pathos (empathy) allows us to understand concerning the experience of the foreign/strange and then provide an exemplary and exemplifying analysis.

School mathematics in the era of globalization

This essay reviews the principles motivating contemporarycritical mathematics discourses. Drawing from varied critical discourses including ethno-mathematics, critical theory, post-structural theory, and situated and ecological cognition, the essay examines the pragmatics of critiques to the privileged role of school mathematics in the era of globalization. Critiques of modern school curricula argue that globalization practices linking education to technological and economic development are increasing, and the curriculum is being re-defined through discourses of privatization, national standards, and global competitiveness. Globalization has reinforced the utilitarian approach to school mathematics and the Western bias in the prevailing mathematics curricula, as well as helped to globalize pervasive mathematical ideologies. In most instances, a newfound status that mathematics is enjoying in this era of globalization is not well deserved, as school mathematics can no longer be considered culturally, socially, politically, nor economically neutral. In particular, school mathematics is increasingly critiqued as a cultural homogenizing force, a critical filter for status, a perpetuator of mistaken illusions of certainty, and an instrument of power. With such concerns it is becoming more evident that mathematics learning and education have implications for building just and democratic societies. As an African female scholar who is now living in Canada, I reflect on what the critical stance might mean for contexts with which I am familiar. I discuss the challenges of school mathematics with a view to improving curriculum and pedagogy so as to raise the awareness of teachers and learners to the questionable assumptions from which mathematics derives its prestige. The mathematics curriculum is central to cultivating values as well as fostering the conscientization of learners.     

全球化时代的国际关系

本文认为全球化对国际关系的内容、行为主体、国家间依存度产生了深刻影响。全球化使国际关系包含了更多的非军事化的内容；国际关系行为主体的国家主权受到很大削弱，但仍然在国际关系中发挥重要作用；相互依存使一国经济对其他国家的经济行为变化更加敏感。     

Rap as a roadway: creating creolized forms of science in an era of cultural globalization

Even during an era of cultural globalization where diversity, hybridity, and heterogeneity prevail, educational institutions remain unchanged and economically and racially marginalized students continue to experience a sense of exclusion in school. Whereas the science education community often addresses such exclusion in terms of the achievement gap or the lack of materials and qualified teachers in urban schools, there are also more subtle ways in which these students remain as outsiders to the culture of science. The study highlights how the acceptance and affordance of students’ cultural capital can encourage a sense of belonging with school science. Specifically, this paper contributes to the literature by sharing longitudinal findings that reveal students’ skills of orality, in the form of rap practices, can be rich resources for developing creolized forms of school science, and how rap creates entryways for students to form and reform hybridized identities in which canonical science discourse and lyrics about non-science subjects can begin to emerge in integrated, fluid and seamless manners.     

Models in science and in science education: an introduction

This collection of papers contributes to the tradition of model-related research in education, and it does so in both the fields of pedagogy and epistemology. Hopefully the papers will deepen understanding and move the research field forward. The ubiquity of models in the history and current practice of science is widely recognised. In the past half-century historians and philosophers of science have devoted considerable time to documenting and understanding the role of models in science and social science. A minority of studies have engaged with the central epistemic question of the truth-status of models, and of how models relate, or do not relate, to the real-world processes that they are putatively representing. In Education research there has been a rich vein of such research investigating the use of models as aids to memory, as ways of bridging between the experience and understanding of learners and the more abstract theories of science; and there has been a lot of research on the efficacy of children’s own experiences of model construction and testing. Attention to the epistemological side of model construction, functioning and testing is of special current importance because of the unprecedented importance being given to ‘Nature of Science’ objectives in science curricula around the world.     

创造全化时代的教育智慧

我们正步入以信息技术为杠杆的全球化时代。在迎接21世纪到来的时候,人类本来充满希望,然而进入21世纪后,希望与失望并存。面对各种时代的危机和挑战,迫切需要从社会文化心理的深层寻找产生危机的根源,并从不同文化传统的对话、理解、沟通,尤其是文化教育的改革入手寻找对策和出路。正是这样均时代和社会背景,促使世界各国的教育工作者共同携手,     

Performance management and diversity in higher education: an introduction

Tertiary Education and Management -     

全球化背景下的食品安全多边治理

全球化背景下食品安全多边治理面临着国国际、国内两个层面诸多问题。国际层面世界贸易组织、国际食品法典委员会、世界卫生组织以及非政府国际组织的治理中面临诸多问题,需要国际组织进行一定的制度改革,提高发展中国家合作治理的能力以及积极促进社会力量广发参与食品安全多边治理。国内层面存在着各国食品安全法律、标准不一,政府监管能力不足,社会力量参与机制不健全等问题,需要协调各国国内食品安全法律、标准,加强政府监管能力,发挥市场机制的作用,健全社会力量参与多边治理机制。