By Edwards Usher
There's significant debate as to the character, volume and value of globalisation. there's additionally loads of dialogue of its implications for schooling, relatively relating to the unfold of worldwide coverage. The dialogue of globalisation and academic coverage has interrelated features - first, the exam of rules as they migrate around the world, and moment, the exploration of the procedures of migration and the way related regulations emerge in numerous nationwide contexts. The authors of this ebook offer a clean exam of the alterations and improvement that globalisation in schooling has had on pedagogy. they give thought to various pedagogic practices and introduce a number of literature from worldwide. This pedagogic textual content may also help the reader to contemplate the effect of globalising tactics on many alternative sectors of schooling and coaching.
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Additional resources for Globalisation and Pedagogy: Space, Place and Identity, 2nd edition
Localised place was rejected as the space of tradition, parochialism and reaction. However, even as this cultural internationalism developed, the ‘shrinkage of space that brings diverse communities across the globe in competition with each other implies localised competitive strategies and a heightened sense of awareness of what makes a place special and gives it a competitive advantage’ (Harvey 1989: 271). e. one of competitive advantage. 32 Globalisation and pedagogy Harvey suggests that more recently the compression of space–time is almost at the point of collapse because ‘we’ can watch global events on television and the Internet as they happen, visit the local supermarket where the world’s goods are available to ‘us’, and explore the history/geography of the globe brought to us in accessible theme parks (Rojek 1993).
Globalisation – lost in space–time 27 Through the processes it sets in play, the universalising and internationalising logic of modernity thereby undermines the conditions for its own hegemony. The more effective modernity has become then the greater the compression of space–time and integration of the globe and the less universal modernity appears, a surfacing of difference which both frames and is framed by postmodernity. Thus globalisation ‘is provoking new senses of disorientation and orientation, giving rise to new experiences of both placeless and placed identity’ (Robins 2003: 242).
Perhaps therefore, instead of thinking of places as areas with boundaries around, they can be imagined as articulated moments in networks of social relations and understandings, but where a large proportion of those relations, experiences and understandings are constructed on a far larger scale than what we happen to define for that moment as the place itself, whether that be the street, or a region or even a continent. (Massey 1994: 154) It is for such reasons that Webster (1995: 141) suggests that ‘the trend is towards the world being the context within which relationships are conducted, no matter how localised and particular an individual life may appear to be experienced’.