Module4 (Special Study): How is education transformed by globalisation

Module4 (Special Study): How is education transformed by globalisation Order Description This order has to be wrote by the preferred writer only 59262. REQUIREMENTS IS ATTACHED Topic: How is education transformed by globalisation? 1. Select a sector of education of interest to you (e.g. higher education, primary education, workplace training, policy formation, management & administration). 2. Select also a setting or context of interest to you (e.g. a country, locality, administrative region, institution). 3. Using a conception of globalisation that you have outlined and briefly defended, outline your understanding of the impact of globalisation on the education sector in the context selected. 4. You should be careful to present evidence to justify your arguments; where your essay takes a speculative turn, outline the kind of research that would be required to provide the evidence needed. Assignment for Module Four (Main requirement) For this module, you will undertake a piece of independent study and write a 2,500-word essay on your study. With a weighting of 50% for this unit of study, it is an important component of your assessed work. Your essay needs to be written in formal academic style, and you should consult the various documents contained in this handbook. Include documentation of all sources used, and present a full bibliography at the end of the essay. Topic: How is education transformed by globalisation? 1. Select a sector of education of interest to you (e.g. higher education, primary education, workplace training, policy formation, management & administration). 2. Select also a setting or context of interest to you (e.g. a country, locality, administrative region, institution). 3. Using a conception of globalisation that you have outlined and briefly defended, outline your understanding of the impact of globalisation on the education sector in the context selected. 4. You should be careful to present evidence to justify your arguments; where your essay takes a speculative turn, outline the kind of research that would be required to provide the evidence needed. (extra info for the module from the class) Module Four: Special Study We now turn to several readings that you will tackle with minimal guidance. They have been selected to introduce you to some important themes, but it is important to realise they are only a selection. In Module Four, you will be able to select a topic of special interest to you – these remaining readings will set the scene for some ‘macro’ understandings of globalisation and its impact. What remains for you to do is to ponder the local impact of globalisation, especially its effect on education and training provision in organisations and contexts of particular interest to you. These readings are designed to introduce you to major themes to help organise your thinking and help you expand your research on a particular theme. List of Readings Education policy formation Ball, S.J. (2009). Privatising education, privatising education policy, privatising educational research: Network governance and the “Competition State”. Journal of Education Policy 2 24(1), 83-99. Ball, S.J. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative Education 34(2), 119-130. Hartley, D. (2010). Rhetorics of regulation in education after the global financial crisis. Journal of Education Policy 25(6), 785-791. Henry, M., et al. (1999). Working with/against globalization in education. Journal of Education Policy 14(1), 85-97. Taylor, S., et al. (1997). Globalisation, the state and education policy-making. In Educational Policy and the Politics of Change (pp. 54-77). London and New York: Routledge. Market forces in education Klees, S.J. (2006). A quarter-century of neoliberal thinking in education: misleading analyses and failed policies. Globalisation, Societies and Education 6(4), 311-348. Marginson, S. (1997). A political economy of education markets. In Markets in Education (pp. 27-50). Sydney: Allen and Unwin. Moeller, K. (2013). Proving “The Girl Effect”: Corporate knowledge production and educational intervention. International Journal of Educational Development 33(2013), 612- 621. Power, S. & Frandji, D. (2010). Education markets, the new politics of recognition and the increasing fatalism towards inequality. Journal of Education Policy 25(3), 385-396. Robertson, S.L., Bonal, X. & Dale, R. (2002) GATS and the education service industry: the politics of scale and global reterritorialization. Comparative Education Review 46(4), 472- 496. Global agenda in education Cheng, Y.C. (2009). Teacher management and educational reforms: Paradigm shifts. Prospects 39(1), 69-89. Jones, P.W. (2005) New spaces for multilateral education. In The United Nations and Education: Multilateralism, Development and Globalisation (pp. 228-254). London and New York: RoutledgeFalmer. Jones, P.W. (1999) Globalisation and the UNESCO mandate: multilateral prospects for educational development. International Journal of Educational Development 19(1), 17-25. Mundy, K. (2007). Global governance, educational change. Comparative Education 43(3), 339-357. Tikly, L. (2001) Globalisation and education in the postcolonial world: towards a conceptual framework. Comparative Education 37(2), 151-171. Unterhalter, E. (2013). Education targets, indicators and a post-2015 development agenda: Education for All, the MDGs and human development. Working Paper Series: The Power of 3 Numbers. Available: http://fxb.harvard.edu/wp-content/uploads/sites/5/2013/09/Education- MDGs-Draft-4_Working-Paper.pdf Higher education, research and intellectual labour Altbach, P. (2004). Globalisation and the university: Myths and realities in an unequal world. Tertiary Education Management 10(1), 3-25. Aronowitz, S. & De Fazio, W. (1997) The new knowledge work. In A.H. Halsey, et al. (Eds.), Education: Culture, Economy, Society (pp. 193-206). Oxford: Oxford University Press. Cantwell, B. & Maldonado-Maldonado, A. (2009). Four stories: Confronting contemporary ideas about globalization and internationalization in higher education. Globalisation, Societies and Education 7(3), 289-306. Mohanty, C.T. (2013) Transnational Feminist Crossings: On Neoliberalism and Radical Critique, Signs, Vol. 38, No. 4, Intersectionality: Theorizing Power, Empowering Theory, pp. 967-991. Olssen, M. & Peters, M.A. (2005). Neoliberalism, higher education and the knowledge economy: From free market to knowledge capitalism. Journal of Education Policy 20(3), 313-345. Slaughter, S. (1998) National higher education policies in a global economy. In J.Currie & J. Newson (Eds.), Universities and Globalization: Critical Perspectives (pp. 45-70). London: Sage. The nation-state, global citizenship and education Apple, M. (2011). Global crises, social justice, and teacher education. Journal of Teacher Education 62(2), 222-234. Camicia, S.P. & Franklin, B.M. (2011). What type of global community and citizenship? Tangled discourses of neoliberalism and critical democracy in curriculum and its reform. Globalisation, Societies and Education 9(3-4), 311-322. Hickling-Hudson, A. (2013) 'The Cuban Revolution and Internationalism: Structuring Education and Health' in (Eds.) Preston, R., A. Hickling-Hudson and J. Corona Gonzalez, The Capacity to Share. Basingstoke and New York; Palgrave/Macmillan. Osler, A. (2011). Teacher interpretations of citizenship education: National identity, cosmopolitan ideals, and political realities. Journal of Curriculum Studies 43(1), 1-24. Reimers, F. (2006). Citizenship, identity and education: Examining the public purposes of schools in an age of globalization. Prospects 36(3), 275-294. Robertson, S. (2006). Absences and imaginings: The production of knowledge on globalization and education. Globalisation, Societies and Education 2(2), 303-318.