Pedagogies of Globalisation

Abstract

Today, pedagogical methods are primarily determined by the needs of nation states to prepare workers for the global economy. Nations have combined economic and educational planning into an educational security state where pedagogy is controlled through a system of assessments of students and teachers. Both teachers and students become subservient to an industrial–consumer paradigm that integrates education and economic planning. This educational model has prevailed over classical forms of education such as Confucianism, Islam, and Christianity and their concerns with creating a just and ethical society through the analysis and discussion of sacred and classical texts. It has also prevailed over progressive pedagogy designed to prepare students to reconstruct society. In the 21st century, national school systems have similar grades and promotion plans, instructional methods, curriculum organisation, and linkages between secondary and higher education. Most national school systems are organised to serve an industrial–consumer state. As later explained, the industrial–consumer state is premised on the idea that a good society involves economic growth resulting from increased production and consumption of goods. In the industrial–consumer state, education is organised to serve the goal of economic growth. The purpose of this article is to explain the globalisation of the common characteristics of national school systems and instructional methods and their potential consequences for human life. Despite the similarities of national school systems, there continues to exist classical and progressive pedagogies that are often in conflict with the goals of the industrial consumer state. These alternative pedagogies continue to play important roles in global educational discussions.