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Updates in Group Globalization Higher Education

2011/05/10

The Global South – Jamaica’s Policy Discourse in the Age of Globalization: Framing Educ…

globalization,education

Driven by neo-liberal principles, globalization attempts to position education as the
source of prosperity and a great social equalizer. As globalization  intensifies, Jamaica is actively reforming its educational policies in order to reap the benefits of the new “knowledge economy.” However,  significant policy approaches, which accompany the emerging policy changes—referred to as policy discourses—have the unintended consequence of perpetuating disempowerment of low income Jamaicans. I identify and critically analyze education as (private) investment as one of Jamaica’s dominant policies. I note that the neo-liberal ideology that influences this discourse is fundamentally inconsistent with the post-war/post-independence social welfare approaches that Jamaica used to address social asymmetries of colonialism. The result is that education as (private) investment predicates educational opportunity on the capacity to pay, thus limiting the likelihood of education to be the great socio-economic equalizer.

Academic  in-sourcing: international postdoctoral employment and new modes of academic ..

globalization,education

International
postdoctoral researchers are growing in number and importance in academic
research around the world. This is contextualised by a shift to international
and enterprise modes of academic production. Through a multiple case study,
this paper analyses the role of international postdoctoral employment in life
sciences and engineering fields at universities in the United States and the
United Kingdom. In doing so particular attention is given to understanding why
there are increasing numbers of postdocs from abroad working in these fields
and countries, and the ways in which international postdoctorates are
incorporated into research laboratories and projects. International
postdoctoral employment appears driven by the same factors in the US and UK but
is related to different modes of academic production. The findings of this
study have implications for research on academic labour, and the organisation
of academic production.

The knowledge economy in the context of European Union policy on higher education – Edu…

globalization,education

In recent years, EU policy-makers have acknowledged the role of universities in
supporting the knowledge economy and a common approach on higher education has
been evolving. The problem faced is one single market with widely varying
higher education syste

Debating globalization in social studies education: approaching globalization historica…

critical literacy,globalization,education

“The purpose of this paper is to explore the dominant positions in the debates on
globalization in American social studies education. Specifically, the paper
illustrates that, first, globalization is conceived of as more of an
unprecedented new age and less of a historical development. Second, it is
conceived of as more of a natural process and less as an ideological project.
All in all, this paper argues that globalization should be approached as a
historic and discursive condition in the field of social studies education. To
do so, educators should include more skeptical perspectives and critical voices
about globalization. Also, they need to approach the vocabulary used to frame
globalization discursively, rather than as an objective fact. The paper
contends that the different positions taken in the debates on globalization are
part and parcel of the social imaginary of globalization. The paper has
ramifications not only for American social studies education but also for
related subjects such as civics and citizenship education elsewhere.”

Choosing whether to resist or reinforce the new managerialism: the impact of performance-b…

globalization,education,interdisciplinary

This article uses four academics’ gendered and cultural responses to life in a
university in Aotearoa New Zealand under the new managerialist regime.
Performance Based Research Funding (PBRF) requires academics to submit evidence-based
portfolios every six years to categorise and rank them, with government funding
assigned accordingly. When the authors met as members of a writing group, the
talk often turned to negative aspects of PBRF. Using co-operative enquiry, the
four co-researchers began writing observations of their individual experiences,
differences and identities to help them reflect and understand the impact of
the changed environment. The four phases of writing as enquiry were: deciding
on a focus, writing observations, engaging with the written accounts and
interpreting the outcome through metaphor. The article process facilitated a
positive outcome by helping the authors regain a sense of collegiality and
mutual support, along with a sense of preserving their academic identity by
writing and publishing as a group.

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