Notesale: Turn your study into money

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20048563
How and why is a global dimension important for understanding contemporary education?
In this essay I will endeavour to answer the question “how and why is a global dimension
important for understanding contemporary education?” I plan to do this by firstly discussing
globalisation
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I will
do this by discussing both the marketisation of education and the global external influences on
education
...


The most common interpretation of globalisation is that the world is becoming more standardised
through technology and that this standardisation, emanating from the West, is the drive of
modernity (Pieterse 1995 cited in Green 1997)
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This argument is highlighted by how global ideas are shown through film and
television (Green 1997)
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It can be
argued that this is because of the emerging importance of technology in an increasingly
interconnected world (Green 1997)
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This new technology can be said to have created a ‘global culture’, as notions of time and space
have been vastly reduced with everything and everyone being more easily reachable over the
internet (Green 1997)
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However, this is not a recent development as the greatest era
for voluntary migration was the century after 1815, when 60 million left for America (Hirst and
Thomson 1996 cited in Green 1997)
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(Ohmae 1990 cited in
Green 1997:130)
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This can lead to the
contestability of the ‘global culture’, as when these things are more accentuated, they are met
with resistance
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For example, immigrants are met with hostility from nationalist perspectives that view
their arrival as economically, socially, and culturally threatening
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These types of globalisation are cultural and social, however globalisation is mainly thought of in
economic terms
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This is a liberal, political standpoint which puts an
emphasis on economic activity (Olssen, codd and O’Neill 2004 cited in Ball 2012:17)
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“As capital becomes more mobile, nations lose control over economic
activity” (Power and Whitty 1997:16)
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This
enables companies to become multi-national or global
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Politics and policies are becoming more globalised, resulting in the diminished influence of the
nation state (Green, 1997)
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This can be reinforced by the view that Green (1997)
says that “realists, and particularly historical realists, would find it instinctively implausible that the
nation state was disappearing”
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Likewise, “there is a general agreement that the role of the nation state is in a process of
change
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One of the main reasons why it is thought that the nation state is becoming less important is the
influence of outside political agencies
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One of the best ways to reduce poverty is by investing in
education, as labour improves economic performance
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This is why developed countries place a significant importance on education and through
the World Bank, they encourage undeveloped countries to do the same (Moore, 2004)
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This, therefore, means that labour is becoming more educated
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These agencies all have a westernised view of education, which is a one-sided view
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The UK willingly transferred power to the EU and can “opt back out”
(Green 1997:165), freedom from educational ideology has not always been the case in the history of
education
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Western education ideology is now
accepted, however, in the past there have been objections to it, the main figure of resistance being
Gandhi: “No one rejected colonial education as sharply and as completely as Gandhi did (Kumar

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cited in Burke 2000)
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Although, trans-national agencies such as the World Bank do intervene with educational policy, “the
impact of globalisation is most felt through the extent to which politics everywhere are now
essentially market-driven” (smith 2002:online)
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Although neither the National Curriculum, nor national testing have
been implemented uniformly across the United Kingdom, it shows how education policy is becoming
marketised, as testing provides data for competition between schools (Green 1997)
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This in
turn, has meant that they have had to market their activities and to develop their own
‘brands’
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This may get even more so as the role of
business and corporations is becoming increasingly important in “solving education policy problems”
Ball 2012:93)
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It can be shown by how the school is
becoming more business-like and how there is a rise of ‘managerialism’ in Western education with
teachers becoming ever more like managers (Smith 2002: online)
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Education, as seen as a consumer good, becomes individualised and available to everyone in
the global market place through enhanced technology (Green 1997)
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Not only does marketisation mean that “schools are
becoming more ‘business-like’ in appearance” (Blackmore 1995 cited in Power and Whitty 1997:2324), but it means that business is having more of an influence in the classroom
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‘Managerialism’ and the ‘business-like’ way of viewing education would be rejected by Freire (2006)
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Freire is related to
critical pedagogy and came up with his banking system of education
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This means that Freire would view the marketised
education system that globalisation has brought about to be a bad thing as the teacher, acting a
manager in the case of marketisation, would impose their knowledge on the student
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Freire believes that education should form lifelong
students and not just ‘deposit’ knowledge into people to prepare them only for jobs
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This
is significant in terms of globalisation, as the nature of learning may need to change as Freire
suggests, as globalisation increases competition in the workforce and jobs are rapidly changing
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The main reason for this is how the growing importance of technology changes the way
that education is delivered
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This is why the government in the United Kingdom are constantly changing and
revising their educational policies
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The Coalition, involving David Cameron and Nick Clegg, also are interested in
implementing educational policy and have a very traditional view upon it
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Reference List
Akkari, A and Dasen P ‘The globalization of schooling: Major trends and issues in the South and
North’ In Dasen, P and akkari, A (2008) Educational Theories and Practices from the Majority World
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(2008) The education debate
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Ball, S
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Oxon: Routledge
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[online]
Available from: http://infed
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[Accessed December 23rd
2013]
Freire, P
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(30th Anniversary ed) London: The Continuum
International Publishing Group LTD
Green, A (1997) Education, Globalization and the Nation State
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(2006) 'Multitude' or 'class': constituencies of resistance, sources of hope
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(ed)
(2007) Education, Equality and Human Rights: Issues of gender, 'race', sexuality, disability and social
class
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) Oxfordshire: Routledge: 180-202
Moore, R
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Cambridge : Polity Press
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and Whitty, G
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In Prosser, J
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London: Paul Chapman Publishing Ltd: 15-30
Smith, M (2002) ‘Globalization and the incorporation of education’, the encyclopedia of informal
education [online] Available from: http://infed
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worldbank

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