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| Format: | Artículo científico |
| Language: | en |
| Published: |
Universidade de Lisboa
2014
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| Online Access: | https://www.redalyc.org/articulo.oa?id=575763895004 |
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Table of Contents:
- Narratives of globalisation and their implications for education Walter Humes Educación Teacher Agency Policy Discourse Cultural Identity This paper begins by noting the way in which education as a disciplinary field is highly dependent on concepts that have their origins in other spheres of knowledge. It draws attention to the deployment by international agencies of terms that can be applied across a range of disciplines and to a growing tendency among developed countries to conceptualise their educational priorities in similar forms of discourse. However, it is also noted that pressures to converge are, to some extent, offset by local values and traditions which serve to maintain degrees of divergence. The paper then focuses more sharply on the various dimensions of globalisation which have implications for education, drawing attention to definitional problems and to the malleable character of the territory. This is followed by two contrasting sections, one looking at positive narratives of globalisation in education, the other taking a more critical perspective. It is concluded that while globalisation as a concept has some explanatory power, the purposes to which it is put by different agencies require careful interrogation. Furthermore, the time may come when its value in policy documents diminishes and new discursive forms may emerge. In the meantime, education professionals should seek to develop greater narrative agency in interpreting the language of globalisation. 2014 artículo científico 2182-8474 https://www.redalyc.org/articulo.oa?id=575763895004 en http://www.redalyc.org/revista.oa?id=5757 Sisyphus — Journal of Education application/pdf Universidade de Lisboa Sisyphus — Journal of Education (Portugal) Num.3 Vol.2