What Does Globalization Mean for Educational Change? A Comparative Approach
What Does Globalization Mean for Educational Change? A Comparative Approach
复制标题
DOI：
10.1086/324053
复制
发表时间：
2002-02
影响因子：
1.8
通讯作者：
M. Carnoy;D. Rhoten
中科院分区：
文献类型：
--
作者：
M. Carnoy;D. Rhoten
本期《比较教育评论》以全球化与教育变革的关系为主题。将经济和社会变化与社会如何传播知识的变化联系起来是研究教育的一种相对较新的方法。20世纪50年代以前，比较教育主要关注国家教育体系的哲学和文化渊源。这种方法认为教育变革植根于新的教育哲学或理论，即关于什么样的知识应该被传播和组织知识传播的新概念，通常是由个别有远见的人颁布的。在20世纪60年代和70年代，一系列历史研究挑战了这一观点。他们把教育改革置于经济和社会变革之中。其中一些人走得更远，使用基于政治经济学、世界体系理论以及新殖民主义和欠发达理论的方法，表明全球范围内的经济需求是塑造世界各地教育的主要力量。另一些人则从制度的透镜来解释这种变化，认为向公认的现代模式的趋同导致了国家内部和国家之间的教育同构过程。今天，经济和社会变化影响教育结构和内容的观念已经过时了。比较教育已经纳入了这些模式，许多研究将教育改革与国际一级的经济和社会变革联系起来。然而，当前的全球化现象为比较教育提供了一个新的理论框架，同时也提出了一个新的经验挑战。全球化是重组世界经济的一股力量，
This issue of the Comparative Education Review (CER) takes as its theme the relationship between globalization and educational change. Linking economic and social change to changes in how societies transmit knowledge is a relatively new approach to studying education. Before the 1950s, comparative education focused mainly on the philosophical and cultural origins of national educational systems. This approach saw educational change as rooted in new educational philosophies or theories—new conceptions of what knowledge should be transmitted and of organizing knowledge transmission—usually promulgated by individual visionaries. In the 1960s and 1970s, a rash of historical studies challenged this view. They situated educational reform in economic and social change. Some of them went further, using approaches based in political economy, world systems theory, and theories of neocolonialism and underdevelopment to show that economic imperatives on a global scale were a major force in shaping education worldwide. Others interpreted such change through an institutional lens, arguing that the convergence toward accepted models of modernity has resulted in a process of educational isomorphism within and across countries. Today, the notion that economic and social change affect educational structures and content is old hat. Comparative education has incorporated these models, and many studies have tied educational reform to economic and social change at an international level. Nevertheless, the current phenomenon of globalization provides a new empirical challenge as much as it does a new theoretical frame for comparative education. Globalization is a force reorganizing the world’s economy, and the main resources for that