Globalization and Higher Education
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Presidential Address Rethinking the Comparative—And the International
Presidential Address Rethinking the Comparative—and the International MARTIN CARNOY It is both a great honor and a great responsibility to address the Comparative and International Education Society (CIES) on the occasion of its fiftieth anniversary. A great honor, of course, because of the symbolism associated with such an event. The great responsibility comes from the richness and depth of past presidential addresses and the weight of living up to their standards. The theme of our meeting this year in Hawaii is “Rethinking the Com- parative.” It might well have been “Rethinking the Comparative and the International,” for both elements of our name bear reexamination in a world and in national societies that are changing rapidly and profoundly. We need to ask ourselves, after 50 years, what it is that makes comparative and inter- national education unique and what the CIES, as an intellectual community, contributes to understanding how the world works and to human progress. What Is Comparative Education? In one sense, all evaluations of education are comparative. For example, if we analyze the effect of an educational treatment on a random sample of students, we are doing a comparison of a treatment group and an untreated control group. Should this be considered comparative education? Most of us would probably agree that it is not. Let’s go a step farther: if we analyze the Chilean voucher program, comparing the performance of students in Chile’s subsidized private schools with those in public municipal schools, is this comparative education? After all, we are comparing the educational impact of two kinds of educational experiences, and we are doing so in another country if we live in the United States. -
Globalization: a Short History
CHAPTER 5 GLOBALIZATIONS )URGEN OSTERHAMMEL TI-IE revival of world history towards the end of the twentieth century was intimately connected with the rise of a new master concept in the social sciences: 'globalization.' Historians and social scientists responded to the same generational experience·---·the impression, shared by intellectuals and many other people round the world, that the interconnectedness of social life on the planet had arrived at a new level of intensity. The world seemed to be a 'smaller' place in the 1990s than it had been a quarter century before. The conclusions drawn from this insight in the various academic disciplines, however, diverged considerably. The early theorists of globalization in sociology, political science, and economics disdained a historical perspective. The new concept seemed ideally suited to grasp the characteristic features of contemporary society. It helped to pinpoint the very essence of present-day modernity. Historians, on their part, were less reluctant to envisage a new kind of conceptual partnership. An earlier meeting of world history and sociology had taken place under the auspices of 'world-system theory.' Since that theory came along with a good deal of formalisms and strong assumptions, few historians went so far as to embrace it wholeheartedly. The idiom of 'globalization,' by contrast, made fewer specific demands, left more room for individuality and innovation and seemed to avoid the dogmatic pitfalls that surrounded world-system theory. 'Globalization' looked like a godsend for world historians. It opened up a way towards the social science mainstream, provided elements of a fresh terminology to a field that had sutlcred for a long time from an excess of descriptive simplicity, and even spawned the emergence of a special and up""ttHlate variant of world history-'global history.' Yet this story sounds too good to be true. -
EAD 942: Economic Analysis in Education Policy Making, Spring 2017 Dr
EAD 942: Economic Analysis in Education Policy Making, Spring 2017 Dr. Amita Chudgar ([email protected]) Class time and location Office hours and office location Tuesday, 12:40-3:30pm Thursday evening, by appointment A106, Wells Hall 408, Erickson Hall Course description In this class we will discuss and critically evaluate how economics as a discipline has influenced education research and policy making. We will also develop a working understanding of a range of quantitative research methodologies utilized in this work, including the challenge of establishing causality in social science research. The course is divided into four main sections. In the first section we will consider education as an input or investment in the future economic productivity of the individual and by extension the nation. In the second section we focus on the production of education. We consider different combinations of ‘inputs’ necessary to produce education. This literature also comments on the cost of different inputs in the production of education. In the third section we will think of education as an output, a consumption good, in turn we think about the manner in which this output should be distributed to the consumers (role of market vs. state, accountability issues). We conclude with a brief focus on economics of higher education where we consider some of these themes in the context of higher education. These four sections help structure the course, but ultimately they overlap significantly. Late assignment policy You are expected to turn in the assignments on time. Late submission will affect your grades. If you are unable to complete your work on time due to unavoidable circumstances, please speak to me to ensure that your grades may not be affected. -
Martin Carnoy
INTERNATIONAL TEST SCORE COMPARISONS AND EDUCATIONAL POLICY A REVIEW OF THE CRITIQUES Martin Carnoy Stanford University October 2015 National Education Policy Center School of Education, University of Colorado Boulder Boulder, CO 80309-0249 Telephone: (802) 383-0058 Email: [email protected] http://nepc.colorado.edu This is one of a series of briefs made possible in part by funding from The Great Lakes Center for Education Research and Practice. http://www.greatlakescenter.org [email protected] Kevin Welner Project Director Patricia H. Hinchey Academic Editor William Mathis Managing Director Alex Molnar Publishing Director Briefs published by the National Education Policy Center (NEPC) are blind peer-reviewed by members of the Editorial Review Board. Visit http://nepc.colorado.edu to find all of these briefs. For information on the editorial board and its members, visit: http://nepc.colorado.edu/editorial- board. Suggested Citation: Carnoy, M. (2015). International Test Score Comparisons and Educational Policy: A Review of the Critiques. Boulder, CO: National Education Policy Center. Retrieved [date] from http://nepc.colorado.edu/publication/international-test-scores. This material is provided free of cost to NEPC's readers, who may make non-commercial use of the material as long as NEPC and its author(s) are credited as the source. For inquiries about commercial use, please contact NEPC at [email protected]. http://nepc.colorado.edu/publication INTERNATIONAL TEST SCORE COMPARISONS AND EDUCATIONAL POLICY: A REVIEW OF THE CRITIQUES Martin Carnoy, Stanford University Executive Summary In this brief, we review the main critiques that have been made of international tests, as well as the rationales and education policy analyses accompanying these critiques— particularly the policy analyses generated by the Program for International Student Assessment (PISA) of the Organization for Economic Cooperation and Development (OECD). -
Challenges and Conceptions of Globalization
The current issue and full text archive of this journal is available at www.emeraldinsight.com/1352-7606.htm Challenges and Challenges and conceptions conceptions of of globalization globalization An investigation into models of global change and their relationship with business practice 23 Christopher Bond Business School, University of Roehampton, London, UK, and Darren J. O’Byrne Department of Social Sciences, University of Roehampton, London, UK Abstract Purpose – This paper, which is conceptual in both nature and approach, builds on a recent contribution to the theorization of “globalization” and seeks to utilise the framework developed therein to help promote a more complex conceptual understanding of the potential implications of how business operates and responds to these challenges in a global environment. The paper aims to discuss these issues. Design/methodology/approach – The paper draws primarily on a heuristic framework developed by O’Byrne and Hensby that reviews eight models of global change. In this paper, the authors review and give consideration to the relationship between these models and business practice and contend that this relationship is far more complex than the majority of the current literature in the business and management field represents. Within the paper, the authors explore and discuss the dynamics of the eight models of “globalization” and assess the potential implications for business practice of working within these often conflicting and contradictory paradigms of “globalization”. As part of this review, the authors consider the strategic implications of “globalization” for business practice and propose a conceptual model with eight strategic options which are aligned to the eight models of global change. -
The Social Construction of Globality1
International Political Sociology (2010) 4, 219–235 The Social Construction of Globality1 Jens Bartelson Lund University Today the concept of globality is widely used to describe a condition characterized by the presence a single sociopolitical space on a plane- tary scale. Yet international relations theory has been either unwilling or unable to understand the global realm in sui generis terms. This paper argues that if we want to make coherent sense of the global realm and its relationship to the international system, we must account for how globality has been constructed as a social fact. The paper then tries to provide some of the foundations of such an account by analyzing how a distinctively global space was forged out of changing cosmological beliefs about the makeup of the terrestrial surface during the Renaissance, and how these new beliefs in turned conditioned the possibility of modern practices of territorial demarcation and national identity construction. If valid, this interpretation implies that the order of analytical priority between the international system of states and the global realm ought to be reversed, and hence also that a sui generis account of globality must be built on the recognition that the world was global well before it became international in any recognizably modern sense of this latter term. Today the concept of the global and its cognates are commonly used to describe a condition characterized by the presence of a single sociopolitical space on a planetary scale. But although there is a broad agreement that many phenomena are global in scope, the nature of the global realm itself has largely remained unexplored. -
“Governing Global Finance”
“Governing Global Finance” Jan Aart Scholte CSGR Working Paper No. 88/02 January 2002 Centre for the Study of Globalisation and Regionalisation (CSGR), University of Warwick, Coventry, CV4 7AL, United Kingdom. URL: http://www.csgr.org 1 Governing Global Finance Jan Aart Scholte Department of Politics and International Studies, University of Warwick CSGR Working Paper No 88/02 January 2002 Abstract This paper examines the regulation of global finance. It first identifies the forms and extents of contemporary financial globalization: that is, how monetarily denominated savings and investments now increasingly move in transworld spaces. A range of evidence is cited to indicate that finance has acquired a very substantial global character. The second section of the paper reviews the various institutional mechanisms that currently serve to govern global finance. This regulation is shown to be multilayered and diffuse: across local, national, regional and global levels; and across public and private sectors. The third section considers the effectiveness of present regulatory arrangements, with reference to criteria of efficiency, stability, social equity, ecological integrity and democracy. Current frameworks are found to be seriously wanting on all of these counts. Finally, the paper assesses future challenges and prospects in the governance of global finance. It is argued here that considerably more proactive and socially progressive public regulation of global finance is possible and desirable. Keywords: globality/globalisation, finance Address for correspondence: Jan Aart Scholte Department of Politics and International Studies University of Warwick Coventry CV4 7AL United Kingdom Email: [email protected] 2 Introduction* In contemporary history, ‘global crisis’ has as often as not referred to the field of finance. -
Globalization and Food the Dialectics of Globality and Locality
25 Globalization and food The dialectics of globality and locality David Inglis Tell me what thou eatest, and I will tell thee who thou art. (Alexis Soyer) The destiny of nations depends on the manner in which they are fed. (Jean-Anthelme Brillat-Savarin) It hadn’t been a great year for wild sockeye, prices were up at the market and farmed Chilean salmon finally made it into the seafood risotto. It didn’t taste bad, exactly; it just didn’t taste right. … A fish pen up the coast from Santiago might as well be up the coast from Osaka or Vla- divostock or Campbell River. The fish in such a pen lived independent of geography, food chain or ecosystem. These salmon were perfectly commodified as a result, immune to the restrictions of place. There was no where that these fish were from. And to what end had he made this critical sacrifice, made this culinary homeless risotto that no amount of saffron butter would resurrect? (Taylor, 2001: 171) Introduction The great nineteenth-century gourmet Brillat-Savarin, quoted above, lived in a period where confident assertions about the cultural ‘purity’ of national cuisines and foodways could be agreed to by all persons of good sense. French cuisine seemed to be as markedly different from its Anglo-Saxon and Germanic neighbours as it was from the cooking of Japan and China, a view shared by people all across Europe. Thus when searching for a way in Ecce Homo to describe the cultural essence of the Germans, Nietzsche’s (1967: 238) mind seemed naturally to turn to matters of cuisine: [As to] German cuisine quite generally – what doesn’t it have on its conscience! Soup before the meal … overcooked meats, vegetables cooked with fat and flour; the degeneration of pastries and puddings into paperweights! Add to this the virtually bestial prandial drinking habits of the ancient, and by no means only the ancient, Germans, and you will understand the origin of the German spirit – from distressed intestines. -
Reconnecting World-System Theory for Comparative Education" (1998)
University of Kentucky UKnowledge Linguistics Faculty Publications Linguistics 11-1998 Beyond Mystification: Reconnecting World- System Theory for Comparative Education Thomas Clayton University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits oy u. Follow this and additional works at: https://uknowledge.uky.edu/lin_facpub Part of the Economics Commons, Education Commons, and the Linguistics Commons Repository Citation Clayton, Thomas, "Beyond Mystification: Reconnecting World-System Theory for Comparative Education" (1998). Linguistics Faculty Publications. 71. https://uknowledge.uky.edu/lin_facpub/71 This Article is brought to you for free and open access by the Linguistics at UKnowledge. It has been accepted for inclusion in Linguistics Faculty Publications by an authorized administrator of UKnowledge. For more information, please contact [email protected]. Beyond Mystification: Reconnecting World-System Theory for Comparative Education Notes/Citation Information Published in Comparative Education Review, v. 42, no. 4, p. 479-496. © 1998 by the Comparative and International Education Society. All rights reserved. The opc yright holder has granted the permission for posting the article here. This article is available at UKnowledge: https://uknowledge.uky.edu/lin_facpub/71 Beyond Mystification: Reconnecting World-System Theory for Comparative Education THOMAS CLAYTON World-system theory provides concepts and language for a critical under- standing of international educational development. Within this world- system tradition, some comparative education scholars locate the educa- tional participation of "core" states in "periphery" states' global struggle for power and resources and argue that international educational "assistance" to the periphery ultimately returns capital to the core. -
The Global Justice Movement
HOME VIEWS & REVIEWS AUTHORS INDEX SEARCH SUBSCRIBE No. 19, July 1, 2010 The Global Justice Movement Geoffrey Pleyers Department of Sociology and Anthropology Belgian Foundation for Scientific Research (FNRS) Abstract: After providing a brief overview of the global justice movement history, this article analyzes the main argument raised by its activists to oppose the neoliberal ideology, as notably asserted by the shifts in the discourses of some G20 leaders. Activists however call attention to the gap between the speeches of the G20 leaders and the measures actually implemented. Accordingly, global justice activists have decided to focus on seeking concrete outcomes through the following: specialized advocacy networks, empowerment at the local level and alliances with progressive regimes. Keywords: alter-globalization, financial and economic crisis, G20, neoliberalism, poverty reduction, US Social Forum, Washington Consensus 1 Between June 22 and 27, 2010, Detroit hosted the second US Social Forum with some 15,000 activists in attendance. Since the first World Social Forum in 2001, “Social Forums” have become major events of the global justice movement (also called “alter- globalization”). Similar meetings have been organized at the local, national, continental, and global level. They allow activists to share their experience, successes, and challenges, to discuss alternative practices or policies and to elaborate common strategies on issues ranging from local community life to global warming and finance regulation. 2 The first US Social Forum (USSF) was held in 2007 in Atlanta. Some 10,000 activists attended it from a wide range of political sympathies, including the non-profit sector, local movements, alternative liberals, anarchist networks, and a strong participation of Pleyers, GSJ 19(1 July 2010), 1 minorities (Smith & Juris, 2008). -
Between Nationalism and the Flat World of Thomas Friedman
BETWEEN NATIONALISM AND THE FLAT WORLD OF THOMAS FRIEDMAN Cristian Spiridon* Abstract: The present paper aims to disseminate the impact of globalization on the nation-state throughout the history. The research objective consists in the reviewing of the assertion of the globalization phenomenon and the conflicts it stirred at the national level by reasons related to cultural, economic, social or political issues. The analysis will be conducted by two antagonistic positions: an optimistic view according to which globalization has a positive effect overall and a pessimistic one under which globalization causes the decline of the nation-state. The main findings will show that nationalism is not doomed to disappear, but instead it will adapt over time and will steal from the benefits globalization brings everything that culturally, politically, socially, or economically suits to a certain nation. Keywords: globalization; nationalism; nation-state; liberal democracy; Western World JEL Classification: A1; B11; B20; F10; F60 INTRODUCTION The debate of the essay is generally taken from two antagonistic positions: an optimistic position that considers the effects of globalization on economic, social, moral and cultural aspects of society today have been predominantly positive. On the other side lies ones who see and foresee the decline of the nation-state as caused by globalization which brings with it conflicts rather than the prosperity largely conjured up. Visions of a future that is not focused anymore on state as a central element of ensuring the welfare and social peace have features ranging from the utopian to a threatening character. One of the first "optimists" has been Francis Fukuyama who has imagined the end of history together with the global triumph of liberal democracy (Fukuyama, 1992). -
World Bank Document
The views expressed in these papers are those of the authors SW P-1 96 and do not necessarily reflect those of the Wlorld Bank. Public Disclosure Authorized INTERNATIONAL BANK FOR RECONSTRUCTION AND DEVELOP1INT Working Paper No. 196 Investment in Education; National Strategy Options for Developing Countries Public Disclosure Authorized John Simmons Mark Blaug Arnold Harberger Samuel Bowles Dean Jamison Martin Carnoy Ernesto Schiefelbein Remi Clignet Marcelo Selowsky Ronald Dore Michael Todaro Edgar Edwards Public Disclosure Authorized The papers review the main feature of educational systems in developing countries and the investment issues. Options for national educational strategies are proposed. They were discussed at a workshop jointly sponsored by the Development Economics Department and the Education Department of the IBRD held in Washington in October, 1973. Reports of rapporteurs suggest the nature of the discussion. Population and Human Resources Division Education Department Development Economics Department Central Projects Staff Development Policy Staff Public Disclosure Authorized February 1975 TABLE OF CONTENTS Page Contributors iii Summary Nutrition and Other Early Factors Marcelo Selowsky, Pre-School Age Investment in Human 4 Capital Rapporteur's Comments 21 Migration and Fertility Michael P.Todaro, Education, Migration and Fertility 21 Rapporteur's Comments 31 Internal Efficiency Dean Jamiaon, Radio and Television for Education in Developing Countries 7 Ronald Dore, Deschool? Try Using Schools for Education 50 First: The