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Globalisation and education: a review of conflicting perspectives and their effect on policy and professional practice in the UK

Globalisation and education: a review of conflicting perspectives and their effect on policy and professional practice in the UK
Globalisation and education: a review of conflicting perspectives and their effect on policy and professional practice in the UK
Many disparate groups have written about the effects of globalisation on education. Some have promoted its benefits; others have warned against its ill-effects. This paper is an attempt at coalescing and juxtaposing the respective arguments as they relate to schooling policy and practice in the UK. The growing international pressures of globalisation affect practitioners in unpredictable and different ways, so the development of national policy is tied to the process of translating global trends to local contexts. The current political environment has enabled policy-makers to drive education in large measure using economic imperatives and to devolve liability for ineffective schooling outcomes to a supplicant teaching profession. Whether or not these approaches are justified, there has been precious little debate around the core issues: what is the purpose of education, what is the role of schooling in safeguarding democracy and what obligation does the state have to the individual beyond encouraging economic well-being? This paper seeks to illuminate the background to such a debate in a non-judgmental way; to examine why the skirmishes between opposing factions have instead been had on the periphery - in areas like value-added measurement and performance-related pay - and why the teaching profession has so often been a spectator incapable of challenging or mediating the emerging hegemony.
school choice, globalisation, education policy, political economy
1476-7724
51-68
Kelly, Anthony
1facbd39-0f75-49ee-9d58-d56b74c6debd
Kelly, Anthony
1facbd39-0f75-49ee-9d58-d56b74c6debd

Kelly, Anthony (2009) Globalisation and education: a review of conflicting perspectives and their effect on policy and professional practice in the UK. Globalisation, Societies and Education, 7 (1), 51-68. (doi:10.1080/14767720802677333).

Record type: Article

Abstract

Many disparate groups have written about the effects of globalisation on education. Some have promoted its benefits; others have warned against its ill-effects. This paper is an attempt at coalescing and juxtaposing the respective arguments as they relate to schooling policy and practice in the UK. The growing international pressures of globalisation affect practitioners in unpredictable and different ways, so the development of national policy is tied to the process of translating global trends to local contexts. The current political environment has enabled policy-makers to drive education in large measure using economic imperatives and to devolve liability for ineffective schooling outcomes to a supplicant teaching profession. Whether or not these approaches are justified, there has been precious little debate around the core issues: what is the purpose of education, what is the role of schooling in safeguarding democracy and what obligation does the state have to the individual beyond encouraging economic well-being? This paper seeks to illuminate the background to such a debate in a non-judgmental way; to examine why the skirmishes between opposing factions have instead been had on the periphery - in areas like value-added measurement and performance-related pay - and why the teaching profession has so often been a spectator incapable of challenging or mediating the emerging hegemony.

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Published date: March 2009
Keywords: school choice, globalisation, education policy, political economy

Identifiers

Local EPrints ID: 63593
URI: http://eprints.soton.ac.uk/id/eprint/63593
ISSN: 1476-7724
PURE UUID: becda0d0-44a5-4655-bf0d-6764c84bf6fe
ORCID for Anthony Kelly: ORCID iD orcid.org/0000-0003-4664-8585

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Date deposited: 10 Feb 2009
Last modified: 16 Mar 2024 03:29

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