Globalisation, Ideology and Politics of Education Reforms PDF
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Globalisation, Comparative Education and Policy Research 14 Joseph Zajda Editor Globalisation, Ideology and Politics of Education Reforms Globalisation, Comparative Education and Policy Research Volume 14 Series Editor Joseph Zajda, Faculty of Education and Arts, School of Education, Australian Catholic University, Melbourne, Australia Editorial Board for the Series Professor Robert Arnove, I ndiana University Professor Birgit Brock-Utne, U niversity of Oslo Professor Martin Carnoy, Stanford University Professor Lyn Davies, U niversity of Birmingham Professor Fred Dervin, U niversity of Helsinki Professor Karen Evans, U niversity of London Professor Kassie Freeman, A lcorn State University Professor Andreas Kazamias, U niversity of Wisconsin Professor Leslie Limage, U NESCO Professor MacLeans Geo-JaJa, B righam Young University Professor Nikolai Nikandrov, President, Russian Academy of Education (Moscow) Professor Marcella Mollis, U niversity of Buenos Aires Professor Susan Majhanovich, U niversity of Western Ontario Professor Val Rust, U CLA, USA Advisory Board Professor Abdeljalil Akkari, U niversity of Geneva Professor Beatrice Avalos, N ational Ministry of Education, Chile Sheng Yao Cheng, C hung Chen University Professor Kingsley Banya, M isericordia University Professor Karen Biraimah, U niversity of Central Florida Professor David Chapman, U niversity of Minnesota Professor David Gamage, U niversity of Newcastle Professor Mark Ginsburg, U niversity of Pittsburgh Professor Yaacov Iram, B ar Ilan University Professor Henry Levin, T eachers College Columbia University Professor Noel McGinn, H arvard University Professor David Phillips, O xford University Professor Gerald Postglione, U niversity of Hong Kong Professor Heidi Ross, C olgate University Professor M’hammed Sabour, U niversity of Joensuu Professor Jurgen Schriewer, H umboldt University Professor Sandra Stacki, H ofstra University Professor Nelly Stromquist, U niversity of Southern California Professor Carlos Torres, U CLA Professor David Willis, S oai University , Japan Aims & Scope The G lobalisation, Comparative Education and Policy Research series (volumes 13–24) aims to present a global overview of strategic comparative and international education policy statements on recent reforms and shifts in education globally, and offers new approaches to further exploration, development and improvement of comparative education and policy research globally. In general, the book Series seeks to address the nexus between comparative education, policy, reforms and forces of globalisation. T he Series will present up-to date scholarly research on global trends in comparative education and policy research. The idea is to advance research and scholarship by providing an easily accessible, practical yet scholarly source of information for researchers, policy-makers, college academics, and practitioners in the fi eld. Different volumes will provide substantive contributions to knowledge and understanding of comparative education and policy research globally. This new book series will offer major disciplinary perspectives from all world regions. More information about this series at h ttp://www.springer.com/series/6932 Joseph Zajda Editor Globalisation, Ideology and Politics of Education Reforms Editor Joseph Zajda Faculty of Education and Arts, School of Education Australian Catholic University East Melbourne VIC , Australia Globalisation, Comparative Education and Policy Research ISBN 978-3-319-19505-6 ISBN 978-3-319-19506-3 (eBook) DOI 10.1007/978-3-319-19506-3 Library of Congress Control Number: 2015945629 Springer Cham Heidelberg New York Dordrecht London © Springer International Publishing Switzerland 2015 T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. T he publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media ( w ww. springer.com ) To Dorothy, Rea, Nikolai, Imogen, Sophie and Belinda Foreword A major aim of G lobalisation, Ideology and Politics of Education Reforms (volume 14) in the G lobalisation, Comparative Education and Policy Research Book Series is to examine the interrelationship between ideology, the state and education reforms, setting it in a global context. By examining some of the major education reforms and policy developments in a global culture, particularly in the light of recent shifts in accountability, quality and standards-driven education and policy research, the book aims to provide a comprehensive picture of the intersecting and diverse discourses of globalisation and policy-driven reforms in education. With this as its focus, the chapters represent hand-picked scholarly research on major discourses in the fi eld of ideology, the state and education reforms. A com- pendium of the very latest thinking on the subject, this volume is, like the others in the series, a state-of-the-art sourcebook for researchers, practitioners and policymakers alike. The book draws upon the recent studies in the areas of globalisation, equality and the role of the state. It explores conceptual frameworks and methodological approaches applicable in the research covering the state, globalisation and education reforms. It critiques the neo-liberal ideological impera- tives of current education and policy reforms and illustrates the way that shifts in the relationship between the state and education policy affect current trends in education reforms and schooling globally. Individual chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the authors focus on globalisation, ideology and democracy and examine both the reasons and outcomes of education reforms and policy change. They provide a more informed critique of models of accountability, quality and standards-driven vii viii Foreword education reforms that are informed by Western dominant ideologies and social values. The book also draws upon the recent studies in the areas of equity, cultural capital and dominant ideologies in education. Faculty of Education and the Arts Joseph Zajda Australian Catholic University (Melbourne Campus) , East Melbourne , VIC , Australia Pref ace Globalisation, Ideology and Politics of Education Reforms (volume 14) in the 24-volume book series G lobalisation, Comparative Education and Policy Research examines the nexus between ideology and education reforms globally. Globalisation and the competitive market forces have generated a massive growth in the knowledge industries that are having profound effects on society and educa- tional institutions. One of the effects of globalisation is that the education sector is compelled to embrace the corporate ethos of the effi ciency, performance and profi t-driven managerialism. As such, the new entrepreneurial educational institu- tion in the global culture succumbs to the economic gains offered by the neoliberal ideology. Governments, in their quest for excellence, quality and accountability in educa- tion, increasingly turn to international and comparative education data analysis. All agree that the major goal of education is to enhance the individual’s social and economic prospects. This can only be achieved by providing quality education for all. Students’ academic achievement is now regularly monitored and measured within the ‘internationally agreed framework’ of the OECD’s Programme for International Student Assessment (PISA). This was done in response to the growing demand for international comparisons of educational outcomes. C learly, these new phenomena of globalisation have in different ways affected current developments in education and policy around the word. First, globalisation of policy, trade and fi nance has some profound implications for education and reform implementation. On the one hand, the periodic economic crises (e.g. the 1980s, the fi nancial crisis of 2007–2008, also known as the Global Financial Crisis, or GEC in 2008), coupled with the prioritised policies of the International Monetary Fund (IMF) and the World Bank (e.g. SAPs), has seriously affected some developing nations and transitional economies in delivering basic education for all. The poor are unable to feed their children, let alone send them to school. This is particularly evident in Sub-Saharan Africa, Latin America, Asia, Central Asian Republics ix
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