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Globalisation, P - Coggle Diagram

- - - - Zajda (2015) has many intended and uninted consequences on nation states
      - Geo-Jaja & Zajda (2015) - socio-economic restructuring due to globalisation - nation states have become increasingly internationalised - withdrawn from their social responsibility to provide and administer public resources to promote social justice
      - Geo-Jaja & Zadja (2015) Social and cultural concerns take a back seat to economic concerns
      - Pang (2016) - old fashioned values such as wisdom trust compassion grace and honesty - become contracts, markets, choice, competition - instrumental skills of efficiency, accountability and planning
      - Rizvi & Lingard (2009) - privilege economic over political and cultural processes
      - Rizvi & Lingard (2009) - the values that national systems of education promote through policy are no longer determined solely by policy actors within the nation state, but are forged through a range of complex processes that occur in transnational and globally networked spaces
        
        Rizvi & Lingard (2009) - additionally, national policy makers take note of not only the comparative data, bit also the educational values that have become globally dominant
      - Rizvi & Lingard (2009) - policy debates around the world display an almost universal deepening of s shift from social democratic to neoliberal orientations
      - Rizvi & Lingard (2009) - Policy making is a fundamentally political process - it involves major trade offs between values- priveleging some values ahead of others - a commitment to market values has not involved them to reject a cincern for social equality- but it has required that the meaning of equality be rearticulated - ditto with autonomy
    - - GeoJaja & Zajda (2015) Brought the free market into education but with serious negative ramifications and significant social and economic costs
        
        Educatin is made subject to the prescription of economism in all aspcets
        
        Edwards *et al (2019) - leaders of various political parties described as local agents of foreign capital, local representatives of global capital, or what has historically been colonial interests
        
        Rizvi & Lingard (2009) - policy shift towards privatisation has widened inequalities across nations and within communities - made the goals of gender and racial equity ,more difficult to realize - hegemonic globalisation has greatly benefited some countries and groups of people, but has had disasterous consequences for others - whos economic prospects have declined, and whos cultural traditions have become eroded
        
        Verger et al (2017) - Educational privatisation has become a global phenomenon and the role of the private sector has become central to ongoing debates about educational reform - is constantly increasing all over the world in both secondary and primary schools
      - Edwards et al (2019) - Major trend in education is the increase in private schools directed at the poor and relatively less affluent - clear evidence that in the context of globalization, international actors such as corporations, international aid agencies, development banks, philanthropists and edu-entrepreneurs are promoting these types of schools not only as a means to make profit but also as a way to meet the excess demand for educationthat governments are unable to meet
        
        4 billion people in middle and lower classes as the "fortune at the bottom of the pyramid " _cited in Edwards et al
        
        Edwards et al, (2019) However not solely driven by these actors - often the result of organic activity at the local level - enterprising individuals responding to the lack of government service
        
        Low Fee Private schools have proliferated in low income countries - due to the state being passive
        
        One tragic consequence for the state of ignoring the quality of public education is that it eventually contributes to its own marginalization in the eyes of its citizens—that is, marginalized populations end up contributing to the marginalization of the public education system when they begin to prefer private schools, even if that means paying more for what is often still a low-quality education where “children may not be achieving basic competencies” (Ashley et al., 2014, p. 1).(cited in Edwards et al, 2019)
        
        Edwards et al (2019) Parents may not be aware of appropriate pedagogic practices for preeschools - so they cannot assess the quality of the education on offer
        
        Ashley et al, 2014 - directly refute the assumption that competition is good for overall education outcomes, particularly in terms of equity - market competition between private and public schools - not only did private schools have no effect on the quality of government schools, bit exit from government schools by those who could afford to pay fees was seen to condemn the poorest households to lower quality government schooling (Harma & Rose, 2012)
        
        Edwards et al (2019) LFPs still have high fees relative to household income - often involves significant sacrifices
        
        Edwards et al (2019) However, they to contribute to access, particularly for ECCE schools, where there are very very few government schools
        
        Verger et al (2017) - the quality advantage of these schools is a highly contested theme, and existing research shows inconclusive and contradicting results
        
        Effectiveness of private schools
        
        Ashley et al (2014) - pupils attending private schools tend to achieve better outcomes than teachers in state schools
        
        Ashley et al (2014) However, a very large proportion of the schools are unregistered and overall learning levels are worryingly low - so private advantage is likely to be overestimated as is calculated relative to incredibly low achievement levels in state schools
        
        Ashley et al (2014) Gender disparity is generally largrer in private schools than in public schools, this is particularly true in Pakistan and India - rigorous evidence from Pal and Kingdon (2010)
        
        Gender Gap in private school education was twice as large as that in public schools, and was increasingly over time in Rural areas (India) (Maitra et al, 2011, cited in Ashley et al (2014)
        
        Harma (2011) argues that this is likely due to selection bias towards boys linked to household poverty - where poor households cannot afford to send all their children to private school, and therefore have to choose between them, they are more likely to select boys (cited in Ashley et al, 2014(
        
        Ashley et al (2014) - Private schools may not be financially sustainable - particularly LFPs may be vulnerable to closiing down after short periods of time
      - Pang (2016) - two major strategies that have been employed to enhance a nations productivity and competitiveness in the global situation, decentralization and the creation of a market in education, have been the two major strategies used to restructure education
        
        Carnoy (2002, cited in Pang, 2016) - argues that education will become more efficient if it is restructured on market principles and based upon competitive market relations where individual choice is facilitated
        
        Forsey et al (2008) - calls for choice are indeed global, but their spread is uneven - assumes forms and emphases that depend on their local, social, political, economic and historical contexts
        
        Phillips & Stamback (2008) - choice is not really the correct word to describe it, particularly for poorer families or families in rural areas, choice implies that at a given moment, you are faced with a number of paths, all possible - that is not the case - link this to low fee paying private schools
        
        Verger et al (2017) Far from being a monolithic process, develops in a polymorphic manner - different depending on the country- educational privatisation is a globalizing trend, but processes of educational privatisation are far from following a similar pattern worldwide
        
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        follows a variety of different trajectories, depending ob many different factors
        
        Ashley et al (2014) evidence from economic theory that the presence of private schools/market competition should enhance the performance of all school types is weak and contested
    - - overwhelms indigenous educational systems with a commodified and homogenised transtaional education
    - - Geo-Jaja and Zadja (2015) - led to the marginalisation of local knowledge and local initiatives
    - - Rizvi & Lingard (2009) - corporatisation and marketisation of education - greater demands for accountability and surveillence
  - - - Verger et al (2017) Makes reference to the global presures that countries face to become a knowledge economy - put intense pressure on governments to consider introducing substantive changes to their education systems
  - - - PISA Studies - PISA, the world’s most comprehensive and reliable indicator of students’ capabilities, it is also a powerful tool that countries and economies can use to fine-tune their education policies (OECD, 2020)
        
        Unreliability of PISA - many countries at the top were states of cities/Finland far fewer EAL speakers - Kidd, 2014
      - Zadja (2015) Siz major agencies currently involved in monitoring educational outcomes world wide
        
        IEA - International Association for the Evaluation of Educational Achievement _ PRLSS (Progress in International Reading Literacy Study TIMSS - Studies of trends in performance and the Civic Education Study
        
        PISA - Programme for International Student Assessment (PISA) this agency is sponsored by the OECD and is based in paris - assesses the competencies of 15 year old students in the domains of literacy in reading, mathematics and science - lino to how this is more of a focus on english, maths and science as a curriculum, as these are the only things measured
        
        Southern and East African Consortium for Monitoring Educational Quality (SACMEQ) - 15 southern and East African Countries
        
        Latin American Laboratory for the Evaluation of Quality in Education - supported by UNESCO
        
        The World Bank - based in Washington DC- currently supports assessment and evaluation studies in individual countries - assessments are made as conditions of loans to low income countries - link to how education systems are controlled as a condition of loans
        
        PISA and IEA serve very high human development countries, alomg with LLECE, SAMEQ and PASEC support low development countries
  - - - Role of Global Media - centrally important mediatization of politics and policy, glossification of policy texts
  - - - Rizvi & Lingard (2009) - education systems have seemingly mimicked each other - pursuing a common set of solutions to their fiscal and organizational problems - despite pressure on educational systems to diversify to meet the diverse needs that the systems have
  - - - Wu & Geo-Jaja (2016) - goal is to train people instead of inspiring them
      - Wu & Geo-Jaja (2016) - "Education will merely be a form of second colonialism if teachers ingrain in learners the belief that his/her liberation is succumbing to universal standardisation (10)
      - Wu & GeoJaJa (2016) - Neoliberalism – people seen as commodities that are required to learn universal skills and knowledge predetermined by donors so that they can compete in the local market  - key and dominant ideologies that guides development cooperation – anti-dialogical actions that align very well with globalization and market based practices
    - - Aid donors make explicit colonization of process by way of consciously elevating their own language and deliberately devaluing receiving nations’ cultures, religions and education systems – method of imposing dominant ideas  - Wu& Geo-Jaja:10
        Indigenous education systems are also being replaced by irrelevant, limited and purposefully imposed languages and related structures of learning by donors as political considerations to attach dominant political ideologies to the local social welfare system (Babaci-Wilhite, 2012). These political conditionalities neither reflect local people’s best interests, nor do they contribute to foster promotion of culture of education and capacity-building development.  - Wu & Geo-Jaja, 2016:12
    - - Wu & GeoJaja (2016) - schooling reinforces social inequities, causes some to be confined to the bottom of the poverty ladder
- - - - Rizvi & Lingard (2009) Globalization is used to understand the various ways that the word is becoming increasingly interconnected and interdependent - benefits some communities and peoples more than other
  - - - Zajda (2015) Economic hegemony from the north in terms of providing the sole model to be adopted by nations of the globe
    - - Olssen (2006) While these two parts are related, they can be seen as a conceptually distinct, with the second part more directly related to neoliberalism
  - - - Stigliz (20020, cited in Zajda (2015) - accompanied by the creation of new institutions that have joined with existing ones to work across borders
- - - - Kenis (2012) the individual behaviour change approach risks sidestepping the human societal context from which the problem arose, but also the possibility for people to engage in strategic reflection and draw their own conclusions on the kind of actions required - in otherwords, stops people from becoming really empowered citizens and potential subjects of change
        
        Kenis (2012) - Role of teachers could be make the range of possible analyses, visions and strategic options visible and to make their assumptions, effects and implications explictit - of central importance to disclose the ideological character of the debate - abstract level of the principles - in an effort to close the gap betwen knowledge and action