Towards a ‘critical cultural political economy’ account of the globalising of education

This paper outlines the basis of an alternative theoretical approach to the study of the globalisation of ‘education’ – a Critical, Cultural Political Economy of Education (CCPEE) approach. Our purpose here is to bring this body of concepts – critical, cultural, political, economy – into our interrogation of globalising projects and processes within what we will refer to as the ‘education ensemble’ as the topic of enquiry, whose authoritative, allocative, ideational and feeling structures, properties and practices, emerge from and play into global economic, political and cultural processes In the first half of the paper we introduce and develop the concepts that will underpin our approach. In the second half of the paper we explore the explanatory potential and epistemic gain of a CCPEE approach by examining the different manifestations of the relationship between globalisation as a political, cultural and economic project and an education ensemble. We conclude by reflecting on the possibilities this perspective offers.     

Piketty,capital and education: a solution to,or problem in,rising social inequalities?

Abstract

When Piketty’s book Capital in the Twenty-first Century was released in 2014, it became an overnight success. Piketty focused on the concentration of wealth in a tiny social elite, and showed that their wealth had increased following the financial crisis in 2008. Yet the value of Piketty’s book offers something more than this for social scientists concerned with social inequalities. His work on a large data-set of long-run income and wealth statistics illustrates that the assumptions and models which have guided the work of neoclassical economists are flawed, but that societal arrangements matter. Yet despite this insight, Piketty’s solution to the problem of inequality is to argue that ‘… the best way to reduce inequalities with respect to labor … is to invest in education’. In this article I argue that there are major problems with this proposed solution and outline three lacunae that need to be addressed.     

从文化经济视角关注大学生思想政治教育

大学生思想政治教育具有鲜明的时代性,在加强和改进大学生思想政治教育的进程中,应深入研究当代大学生思想政治教育存在问题的根本诱因,并放到现实的文化经济环境中去考察。大学生思想政治教育是一个系统工程,要赋予思想政治教育新的活力和生命力,就要突破就思想政治工作本身来谈思想政治教育的传统思路,从文化经济的视角寻找新的思路。     

核心素养之“人文情怀”在高职思想政治教育中的培育研究

本文以核心素养之"人文情怀"为切入点,基于高职学生生源的多样化,创新高职思想政治教育工作模式,实现以尊重教育对象的主体性、关注教育对象的精神成长及个性发展的教育目标,把学生真正培养成个性鲜明、自由而全面发展的人才。     

论多元化教育的理论研究框架

多元文化教育的理论研究必须建立在一定的哲学思想基础之上,其研究框架应含盖即课程改革、公平教学、多元文化能力和社会公平四个领域。这对于反思多元文化教育的理论和实践及师范教育的改革具有重要意义。     

试论网络时代思想政治教育活动中的社会文化环境因素

文化环境是社会环境的一个方面,是整个社会上层建筑的主体部分.社会文化环境影响个体的思想观念、思维方式和生活方式,进而影响着思想教育的成效.     

谈加强和改进大学生思想政治教育工作的途径

如何改进大学生政治思想工作是当前新形势下高等教育的重要课题,本文通过四个方面阐述了加强和改进大学生思想政治教育工作的有效途径。     

社会公正初探

社会公正概说、社会公正的前提及社会公正的标准是社会公正的基本内容。它既是热点问题,又是伦理学、政治学、法理学以及经济学的跨学科难点问题,社会公正是社会治理的最重要的道德原则之一。要实现建立和谐社会的宏伟目标,就必须最大限度地实现社会公正。     

Researching educational policy and change in ‘new times’: using critical discourse analysis

A number of writers have drawn attention to the increasing importance of language in social life in ‘new times’ and Fairclough has referred to ‘discourse driven’ social change. These conditions have led to an increase in the use of various forms of discourse analysis in policy analysis. This paper explores the possibilities of using Critical Discourse Analysis (CDA) in critical policy research in education, drawing on a larger research project which is investigating the equity implications of Education Queensland’s reform agenda. It is argued that, in the context of new times, CDA is of particular value in documenting multiple and competing discourses in policy texts, in highlighting marginalized and hybrid discourses, and in documenting discursive shifts in policy implementation processes. The last part of the paper discusses how such research might be used by policy activists inside and outside education department bureaucracies to further social democratic goals.