The Routledge international handbook of the sociology of education

Research on globalization and education involves the study of intertwined worldwide discourses, processes, and institutions affecting local educational practices and policies. The four major theoretical perspectives concerning globalization and education are world culture, world systems, postcolonial, and culturalist. The major global educational discourses are about the knowledge economy and technology, lifelong learning, global migration or brain circulation, and neoliberalism. The major institutions contributing to global educational discourses and actions are the World Bank, the Organization for Economic Cooperation and Development, the World Trade Organization, the United Nations, and UNESCO. International testing, in particular the Trends in Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), and instruction in English as the language of commerce are contributing to global uniformity of national curricula. Critics of current global trends support educatio...

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Research on Globalization and Education

This paper examines the National Bilingual Program in connection with other education and language reforms in Colombia and some of the processes of inclusion, exclusion, and stratification that accompany current school reforms. The author outlines some patterns that have accompanied language innovations in the country and highlights some interconnected processes that seem to be favored in
international reform and are reflected in current national policy agendas; namely, the externalization of policy discourses; the instrumentalization of languages; the stratification of groups, languages and cultures; and the standardization and marketization of foreign language teaching and learning. This paper attempts to demonstrate that processes of inclusion, exclusion and stratification through schooling are favored not only through the overt exercise of power and control, but also through the
introduction of new discourses, policies, and practices.

Key words: National Bilingual Program, language policies, education reform

Este articulo analiza el Programa Nacional de Bilinguismo en conexion con otras reformas educativas y linguisticas promovidas en Colombia y distintos procesos de inclusion, exclusion y estratificacion que las acompanan. El autor esboza algunos patrones que han acompanado distintas reformas educativas y linguisticas en el pais y diversos fenomenos reportados a nivel internacional que ahora se pueden evidenciar en Colombia. Estos incluyen: la “externalizacion” de discursos, la instrumentalizacion
de las lenguas, la estratificacion de grupos, idiomas y culturas, y la estandarizacion y marketizacion de las lenguas extranjeras. Este articulo busca demostrar que los procesos de inclusion, exclusion, y estratificacion social a traves de la escuela son favorecidos no solamente a traves del ejercicio del poder y el control de parte del gobierno, sino tambien mediante la introduccion de nuevos discursos, politicas,
y practicas escolares.

Palabras clave: Programa Nacional de Bilinguismo, politicas linguisticas, reforma educativa

/pdf/education-and-language-policy-in-colombia-exploring-2e3am9p6lk.pdf

Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform

MULTICULTURAL PSYCHOEDUCATIONAL ASSESSMENT , MULTICULTURAL PSYCHOEDUCATIONAL ASSESSMENT , کتابخانه مرکزی دانشگاه علوم پزشکی ایران

Multicultural psychoeducational assessment

As part of an overall massification of higher education, enrollments in doctoral programs are expanding. At the same time, doctoral studies are subject to much scrutiny and reform in Australia, the UK and the United States. This work examines policy documents related to doctoral reform from these countries in order to offer a critique of their functionalist underpinnings. Central to doctoral reforms is the growth of the professional doctorate, which is proposed as an alternative to conventional PhDs that better prepares graduates to participate in non‐academic careers. In this work, the professional doctorate is examined from the dominant perspective of human capital theory. Alternative theories emphasizing conflict and competition in higher education are offered. Credentialism and the corporatization of higher education may provide more nuanced explanations of the growth of the professional doctorate. The article concludes with some thoughts on the impacts of policy on those whose lives are ultimately sh...

Alternative and professional doctoral programs: what is driving the demand?

O objetivo deste artigo e compensar a insuficiencia da teorizacao a respeito da economia do conhecimento por parte dos sociologos e identificar as implicacoes da analise aqui desenvolvida para a educacao. O texto comeca distinguindo e expondo as diferentes explicacoes do papel do conhecimento na economia do conhecimento; em seguida, argumenta sobre as conexoes que podem ser estabelecidas entre essas duas concepcoes de conhecimento e a economia do conhecimento por meio do conceito de “culturas epistemicas” (Cetina, 1999), e conclui examinando as implicacoes das “culturas epistemicas” para a educacao.

/pdf/o-que-distingue-a-economia-do-conhecimento-implicacoes-para-41stqc89gx.pdf

O que distingue a economia do conhecimento?Implicações para a educação

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O que distingue a economia do conhecimento?Implicações para a educação