Elitopedagogy: an educational and cultural perspective in the internationalization process

Abstract

The problem of elite pedagogy requires, in the context of rapid sociocultural changes, a revision of previous and current international guidelines to fix the potential foundations of a possible educational policy in an area that is currently poorly developed in our educational system. In this article, from a more general perspective, we do not seek to answer what actually works or test a specific hypothesis, but rather to understand what is “going on” with elite pedagogy internationally. The primary thing in this sense is to consider the main ideas on the topic and the differences or similarities between them. The analysis is mainly based on highlighting the situation in countries with the most convincing achievements in the field of elite education, such as France, the USA, and the UK. The author highlights a variety of aspects, including the following: proposing a strong model of socialization and culturalization, individualization of education, revision of the principles of legitimization of elite schools, giving them a more open, more democratic status, promoting the principle of equal opportunities in education, promoting higher quality education based on the talents and abilities of students, promoting an aristocracy of talents, etc. Thus, based on these findings, we formulate the idea of the need to deepen research on elite pedagogy from the point of view of tracing some directions of influence of the elitological mentality at the pedagogical level in order to develop a clearer understanding of elite education in the system. Elite education is increasingly claiming its place, “breaking” the false ideologeme of sociocultural injustice.