Abstract
This paper analyzes the complexities of addressing the impact of globalization on educational policy. The intent is to engage in a constructive debate about education and equity in a globalized context. Although despair is sometimes inevitable, and is, oftentimes, manifested in a continuing critique of the detrimental effects of globalization on issues of equity and social justice in education, it is not the end. It could serve as the beginning of something that is not just different and redemptive but also forward thinking. There are three parts to this paper: the first offers multiple perspectives for viewing globalization followed by an analysis of the impact on issues of equity and social justice. Lastly, an abridged version of a conceptual model adapted from Ghosh (2004) aims at renegotiating cultural space in an ever-shifting milieu is discussed as a viable possibility.
Highlights
This paper analyzes the complexities of addressing the impact of globalization on educational policy
The intent of this paper, is to argue that, despair is sometimes inevitable, and is, oftentimes, manifested in a continuing critique of the detrimental effects that globalization has had on issues of equity and social justice in education, it is not the end
In order to underscore the argument, that it is possible to be difficult and constructive at the same time, I adopt an abridged version of the conceptual model developed by Ratna Ghosh (2004), a constructive approach for socio-cultural integration, to rethink education for citizenship and democracy in the context of the global and the local
Summary
This paper analyzes the complexities of addressing the impact of globalization on educational policy. The challenge was, to critique the effects that globalization has had on issues of equity and social justice, and to forward possibilities for intervention and change using a conceptual and theoretical framework to guide future policy initiatives.
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