Education and Social Change: Connecting local and global by Geoffrey Elliott, Chahid Fourali, Sally Issler

By Geoffrey Elliott, Chahid Fourali, Sally Issler

Schooling coverage and perform has traditionally been constructed inside of thenational/regional context. besides the fact that, globalization has caused educationalists to study their perform within the gentle of foreign affects. global concerns akin to international warming, clash and the depletion of earth assets have additionally contributed to an elevated know-how of the rolethat schooling can play in resolving those difficulties. The individuals specialise in how schooling can result in social switch whileconnecting with thought on the point of cultural impression and coverage implications. Theyinvestigate the possibility of making a transnational worth process in schooling, targeting a few key human rights matters either at domestic and out of the country. really overseas in scope, this article lays the basis for destiny examine via exposing the commonalities and alterations in techniques to wisdom creation and its dissemination, drawing jointly contributions from quite a few go cultural contexts.

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Such a pluri-verse offers a reframing of the global as a site of dialogue between different locals that, while sharing commonality of experience in relation to modernity, retains respect for individual spaces of experience. , First, Second and Third World was a racialization of politics, economy, cultures and knowledge). (Mignolo, 2000, p. 70) What Mignolo and de Sousa Santos share is the call for dialogue between different local experiences in ways that afford alternative ways of knowing and thinking.

2002), ‘Intimate knowledge’, International Social Science Journal, 173, 325–33. Samoff, J. (1998), ‘Education sector analysis in Africa: limited national control and even less national ownership’, paper presented to the 10th World Congress of Comparative Education Societies, Cape Town, South Africa, July. Santos, B. de Sousa (1998), ‘Oppositional postmodernism and globalizations’, Law and Social Inquiry, 23(1), 121–39. Schrag, C. (1997), The Self after Postmodernity. New Haven: Yale University Press.

Against the Lisbon Strategy and European policies of lifelong learning, VET teachers and trainers have become a key target group. Good-quality services provided by teachers and trainers is regarded as an immediate contribution to fostering the quality, attractiveness and accessibility of opportunities for lifelong learning, and also to enhancing social integration and economic competitiveness of the European member states. Consequently, VET practitioners as a target group have received considerable attention in The Global Policy Context 13 European policy papers over the past ten years.

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