Globalization: a new world for comparative education?

Autor/in	Dale, Roger
Titel	Globalization: a new world for comparative education?
Quelle	Aus: Discourse formation in comparative education. Frankfurt, Main: Lang (2003) S. 87-109Verfügbarkeit
Reihe	Komparatistische Bibliothek. 10
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
Schlagwörter	Bildungsbegriff; Erziehungsziel; Vergleichende Erziehungswissenschaft; Nationalerziehung; Autonomie; Beeinflussung; Bildungssystem; Bildungsverwaltung; Internationale Beziehungen; Internationalisierung; Staat; Globalisierung; Wissenschaftsdisziplin; FuE-Dokument; Zukunftserwartung
Abstract	This contribution is part of a publication in honour of Jürgen Schriewer, which is devoted to the discussion of new theories and theory-based methodological approaches in Comparative Education as in Comparative Social Science in general. The author argues in this article that globalization does represent a paradigm shift but does not necessarily lead to homogenization of education systems. He derives this statement by the following explanation: "'Globalization' implies a clear threat to comparative education. The assumption that education systems are set up and run by individual nation-states, and that this is the basis of their difference, has been central to comparative education. Furthermore, the state has been taken as the key set of institutions in understanding education systems. However, recent interpretations of the consequences for the idea of the autonomous nation-state of economic and political globalization have placed the importance, even the survival, of the state in question. If the nation- state is disappearing, or even having its discretion over issues like education severely curtailed, or if there is a global movement that is homogenizing education across the world, then what is the point or future of a discipline premised on its centrality and vitality? [The author] shows ... that in respect of their analyses and assumptions regarding globalization, those interpretations are wrong and that far from its importance being reduced, understanding the state, especially as it has changed, is as important to an understanding of the central questions of comparative education policy and practice as ever." (DIPF/Orig./Kr.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)