By Ian Stronach
This ebook bargains a serious and deconstructive account of worldwide discourses on schooling, arguing that those overblown ‘hypernarratives’ are neither economically, technically nor philosophically defensible. Nor even sane. Their ‘mythic monetary instrumentalism’ mimic instead of meet the commercial wishes of worldwide capitalism in ways in which the Crash of 2008 brings into shiny disarray. They lessen nationwide schooling to an identical ‘hollowed out’ kingdom as nationwide capitalisms, topic to international pseudo-accountancy and fads. The ebook demands a philosophical and methodological revolution, arguing for extra transformative narratives that transform qualitative inquiry, really in addressing a extra performative instead of consultant excellent.
The first a part of the ebook goals to critique, deconstruct and satirise modern assumptions approximately academic fulfillment and outputs, the character of up to date academic discourses, and the character of the professionalism that maintain them. the second one half bargains leading edge postmodernist methods of reconstructing a thought and technique that goals at ‘educating the neighborhood’ instead of succumbing to the fantasies of the universal.
This is a really well timed ebook in that the industrial quandary re-exposes the mythic nature of education-economic linkages, placing discourses prefaced on such ‘connections’ into parallel situation. Our international academic discourses have additionally crashed, and new futures desire urgently to be chanced on. this sort of ‘turnaround’ is either proposed and argued for. The ebook will attract quite a lot of readers who're dedicated to academic and cultural swap, and who're attracted to a brand new politics of schooling. it is going to have an instantaneous relevance and attraction within the united kingdom, united states, Australia and New Zealand in particular.
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Additional info for Globalizing education, educating the local : how method made us mad
Such a discursive economy becomes increasingly globalized and hegemonic, as each country attempts to do the same as the others, but only better. 19 This process of global hegemony can be seen vividly in the literature that addresses (without criticism) the expansion of the ‘game’. First, there is a secession movement. These comparisons were intended to be national and international, betokening a modernist concern for ‘progress’. But they have now become more surreal. Provinces and states and even school colloquia are beginning to measure themselves against the global competition and so the scales shift from the national to the local/global.
G. 15,000 for TIMSS worldwide), statistically correlated, normatively tabulated, and reported in the undeniable ‘objective’ language of Science, and yet which also represent a tremendous edifice of synecdoche and personification, as well as a startlingly reductive essentialism and symbolism. Such a combination of industrious logic and fragile extrapolation, of empirical claim and symbolic gesture, performs global competition as a crisis of educational productivity, but one where deficiencies are ranked and tabulated, as well as being made publicly visible and remediable by the process of global examination.
In this way the New Labour Government aped the earlier Thatcher/ Joseph attempt to differentiate the secondary curriculum. There would be a small elite of ‘world class’ universities (DfES 2003, p. 5). , p. 36) and would build close links with business in order to develop relevance and ‘knowledge transfer’. 9 Yet the ‘cure’ is just that kind of direct connection: Employer ‘needs’, ‘Work Experience’, ‘employability skills’, ‘personal development portfolios’, business involvement in the curriculum, quality audits and the promise of much added value … TVEI’s back in town!