Reimagining Education Systems for Curriculum Justice in the Fourth and Fifth Industrial Revolutions

What Does Globalization Mean for Educational Change? A Comparative Approach

One consequence of the hype around globalization and education and debates on global political actors such as the World Bank, IMF and WTO—is that there has not been sufficient attention paid by education theorists to the development of a rigorous set of analytic categories that might enable us to make sense of the profound changes which now characterize education in the new millennium. 1 This is not a problema confined to education. Writing in the New Left Review, Fredric Jameson observes that debates on globalization have tended to be shaped by “…ideological appropriations— discussions not of the process itself, but of its effects, good or bad: judgements, in other words, totalizing in nature; while functional descriptions tend to isolate particular elements without relating them to each other.” In this paper we start from the position that little or nothing can be explained in terms of the causal powers of globalization; rather we shall be suggesting that globalization is the outcome of processes that involve real actors—economic and political—with real interests. Following Martin Shaw, we also take the view that globalization does not undermine the state but includes the transformation of state forms; “…it is both predicated on and produces such transformations.”3 Examining how these processes of transformation work, however, requires systematic investigation into the organization and strategies of particular actors whose horizons or effects might be described as global.

Drawing on the work of Nancy Fraser, this book offers a critical view of contemporary educational leadership and reform discourses, exploring how her key concepts of redistribution, recognition and representation may apply to social and therefore educational justice. Fraser offers a political and pragmatic reconciliation between feminist, neo-Marxist, critical and post-structuralist theories. This book outlines how Fraser has worked on and worked over theories of social justice and how this can inform how we can understand educational theory, policy and practice generally. In particular, the book focuses on the field of educational administration and leadership (ELMA) as it relates to equity issues such as school choice and inequality, gender and inclusive leadership, and alternative schooling. Fraser’s argument about ‘scaling up’ social justice theory is shown to be highly salient given the emergence of the field of transnational education policy and its role in the context of intensified nation-state and edu-business competition. Overall, through the lens of Nancy Fraser’s unitary framework, this book considers epistemological questions about the nature of knowledge, examines the relationship between the state, the individual, education and social movements, addresses the difficulties and dilemmas which arise due to the intersections of gender, class, race, sexuality and culture in a globalized context, and illustrates how the principles of social justice can be mobilized by leaders in everyday practice. Educational Leadership and Nancy Fraser is an illuminating read for those policymakers, researchers and practitioners engaged in the field of educational administration, leadership and social justice.

The Politics and Economics of Comparison

Background Amid the growing theoretical discourse on social justice in education, there are increasing calls for research on how educators integrate social justice pedagogies into their teaching. Systematic reviews emphasise the need for examining how teacher educators’ beliefs and positions shape their pedagogical practices, advocating for collaborative, reflective approaches to bridge theory and practice. Purpose Drawing connections between the broader field of teacher education and physical education teacher education, we observed that deep theorisation on social justice often lacks alignment with practical pedagogical implications and the realities of teacher educators. In this paper, four (4) physical education teacher educators examined how we aligned our social justice beliefs with pedagogical practices. Theory Theoretical frameworks that guided this investigation included the theory of practice [Cochran-Smith, 2009. “Toward a Theory of Teacher Education for Social Justice.” In Second International Handbook of Educational Change, 445–467] which emphasises integrating knowledge, interpretive frameworks, and pedagogical strategies for social justice and positioning theory [Harré et al., 2009. “Recent Advances in Positioning Theory.” Theory & Psychology 19 (1): 5–31] which complements this by exploring how teachers’ beliefs and experiences influence social justice practices. Methodology Using narrative inquiry and collaborative storytelling, we examined the complexities of translating theory into practice, addressing gaps in research regarding how [teacher] educators navigate personal, socio-cultural, and professional influences on their practice. Data included personal narratives, meeting notes, recorded and transcribed online meetings. Drawing from processes used by others [e.g. Lorusso et al., 2022. “Shifting Policy Perspectives: Revelatory Incident Narratives from Physical Education Stakeholders.” Curriculum Studies in Health and Physical Education 13 (3): 284–297], data collection and analysis followed a non-linear process involving articulation, interrogation, dialoguing, reflection, probing, and revisiting parts of the process and data. In addition, inductive data analysis [Charmaz, 2014. Constructing Grounded Theory. Sage] and collaborative live coding [Parameswaran, Ozawa-Kirk, and Latendresse, 2020. "To live (code) or to not: A new method for coding in qualitative research." Qualitative Social Work 19 (4): 630–644], deepened interpretation of the data. Findings While each of us seeks to integrate social justice into our practice, we do so through diverse yet interconnected theoretical frameworks and pedagogies rooted in social justice theory. We discuss these variations through two key themes: (1) the ongoing and complex process(es) of becoming physical education teacher educators for social justice, and (2) the inextricably interrelated and interdependent relationship between pedagogy, theory, and the personal. Discussion and considerations This research underscores the ongoing, reflective journey of becoming socially just physical education teacher educators. We invite others interested in becoming a teacher educator for social justice to move beyond the what towards the how and why of social justice through collaborative examination of beliefs, theory, and practice. We encourage teacher educators (and pre-service teachers) to enter the activist space of social justice, a journey that can be facilitated through collaborative storytelling. What this looks like is a personal endeavour, but at its core, is being (and becoming) an activist educator.

72. HAS HUME A THEORY OF SOCIAL JUSTICE? Toward the end of An Enquiry concerning the Principles of Morals, Hume asserts in a footnote that: In short, we must ever distinguish between the necessity of a separation and constancy in men's possession, and the rules, which assign particular objects to particular persons. The first necessity is obvious , strong, and invincible : the latter may depend on a public utility more light and frivolous , on the sentiment of private humanity and aversion to private hardship, on positive laws, on precedents , analogies , and very fine connexions and. turns of the imagination. For one who draws the connection between the ideas of justice and possession as closely as he does, Hume's ambivalence here concerning the rules or principles governing the distribution of objects to be possessed is more than slightly surprising. In fact, for admirers of Hume interested in theories of social (or distributive) justice, his failure to state a preference among these various 'principles of distribution' is downright depressing. Is this all Hume has to say on the subject of how possessions are to be distributed within society? Does it not matter to him what the principles are upon which this distribution is accomplished — as long as it is accomplished? These are the questions with which this essay is concerned, questions which essentially reduce to that of whether Hume has a theoiy of social or distributive justice at all. To be sure;, the amount of space Hume devotes to the discussion of justice would seem to indicate that he is working from a particular theory of social justice, and authors such as Miller, Day, and Ardal ascribe one to him, yet Hume's apparent lack of concern for principles of distribution disputes this ascript- 73. 2 ion. For at the center of all such theories — from Aristotle to Rawls — lies a preference for a certain principle or set of principles which dictates how advantages (goods, wealth, benefits, etc.) should be distributed. In order to evaluate Hume's status as a theorist of social justice, two approaches recommend themselves. First, it is necessary to discover and examine in Hume's major works possible criteria which might dictate how possessions should be distributed in society. Three such criteria will be dealt with here: the principle of utility as Hume construes it, the formal principle of correct application of law, and the principles Hume entitles the laws of nature". If none of these emerge, singly or in combination, as the principle underlying a Humean theory of social justice, a second avenue for analyzing Hume's views of social justice will be explored. Here some of the critical psychological and moral characteristics which Hume attributes to human nature will be examined to determine whether Hume, though he seems to accept no specific principle of distribution, might arrive at a coherent theory of justice in a negative fashion; that is, through rejecting certain criteria of distribution, particularly merit and need. II. The half-heartedness of Hume's commitment to the principle of utility as either a standard of personal morality , a measure of the justness of particular actions, or as 4 an explanatory principle has been frequently documented, and, although the main purpose of this essay is to examine Hume's theory of social rather than personal justice, a few comments on the latter will form a useful preface for the subsequent argument that Hume is equally as luke-warm toward utilitarianism as an adequate basis of social justice. Three considerations indicate Hume's non-utilitarian approach to personal morality. First, unlike all advocates of utilitarianism, Hume is not a consequentialist on matters 74. of personal ethics. That is to say, when Hume speaks of what makes persons or their actions virtuous, he insists that the major criterion for such an evaluation is the motive upon which the agent acts. In the Treatise he states that a virtuous motive is requisite to render an action virtuous ; (T478) , and maintains this view in the Enquiry as well. Hume therefore violates the consequentialist stance implicit in the utilitarian construal of personal morality, but just as seriously, is also left rather cold by the later utilitarian contention of Mill...

The chapter offers a synthesis of current research findings on globalisation and education reforms, with reference to major paradigms and ideology. The chapter analyses the shifts in methodological approaches to globalisation, education reforms, paradigms, and their impact on education policy and pedagogy. The chapter critiques globalisation, policy and education reforms and suggests the emergence of new economic and political dimensions of cultural imperialism. Such hegemonic shifts in ideology and policy are likely to have significant economic and cultural implications for national education systems, reforms and policy implementations. The chapter also evaluates discourses of globalisation, cultural imperialism, global citizenship, human rights education, and neo-liberal ideology. It is suggested there is a need to continue to analyse critically the new challenges confronting the global village in the provision of authentic democracy, equality, social justice, and cross-cultural values that genuinely promote a transformative pedagogy. There is also a need to focus on the crucial issues at the centre of current and on-going education reforms, namely global citizenship, human rights education, social justice and access to quality education for all, if genuine culture of learning, and transformation, characterised by wisdom, compassion, and intercultural understanding, is to become a reality, rather than policy rhetoric.

The chapter offers a synthesis of current research findings on globalisation and education reforms, with reference to major paradigms and ideology. The chapter analyses the shifts in methodological approaches to globalisation, education reforms, paradigms, and their impact on education policy and pedagogy. The chapter critiques globalisation, policy and education reforms and suggests the emergence of new economic and political dimensions of cultural imperialism. Such hegemonic shifts in ideology and policy are likely to have significant economic and cultural implications for national education systems, reforms and policy implementations. The chapter also evaluates discourses of globalisation, and the ubiquitous trend towards the international large-scale assessment, and global educational standards. It is suggested there is a need to continue to explore critically the new challenges confronting the global village in the provision of authentic democracy, equality, social justice, against the background of education reforms.

The discourse on teachers as agents of school change has recently emerged in educational policies in many countries, emphasizing teacher-led educational reforms. The meaning of this rhetoric is quite vague; its practical meaning is revealed by analyzing how teachers’ roles are normalized in educational policies. With a Foucauldian approach, this study aims to critically analyze teacher images produced and distributed by South Korea’s educational reform policies over the last 20 years. This study addresses two research questions: (1) Under the rhetoric of teachers as agents of school change, what teacher images have been created by Korean educational reform policies over the last 20 years? (2) What are the non-discursive conditions that have led to the establishment of the teacher images presented in educational reform policies? To this end, 94 policy documents from the 5 Korean governments were collected and analyzed. The study results verified a contradictory character of policy discourse in that policies stating teachers as agents of school change appear to empower teachers to reform education, which is not true in reality. The results also revealed complex mechanisms enabling certain policy discourses to be formed by analyzing the formation process of particular teacher images produced by educational policies in relation to non-discursive conditions. Furthermore, this study showed that particular teacher images circulated by educational policies can regulate teachers’ everyday practices, contributing to understanding the way educational policies exert their power. Finally, the implications of the findings were presented.

Schools as learning organisations (hereinafter referred to as SLOs) for educators should be regulated and guided by education law and policies to ensure that educators acquire the required knowledge, skills and values. This study provides answers to the following research questions: (i) How do the South African education law and education policies regulate and guide SLOs? (ii) How are the South African education law and education policies that regulate and guide SLOs translated into practice? Research on SLOs has often focused more on non-legal and non-policy aspects. This study intends to close this research gap. A review of existing literature and the analysis of educational law and policy sources was conducted which is underpinned by the three SLOs’ dimensions of the Marsick and Watkins model. The two main findings are: (i) There are sufficient education law and education policies that regulate and guide SLOs in South Africa. (ii) The existing education law and education policies that regulate and guide SLOs for educators have not yet been successfully translated into practice. This study provides educators, school management team members and officials of the Department of Basic Education with recommendations that they can use to enable schools to become SLOs.

An Invitation to Discomfort in Pursuit of Diversity, Inclusion, and Excellence

Bhutan’s developmental priorities have evolved to attune with the national needs and global environment. The education policies have also changed, as evident from several policy documents and guidelines. It is apparent that the education policies and practices are primarily influenced by Western thoughts and ideologies. This transpired from the country’s emerging engagements with the international actors and its resultant phenomenon of policy borrowing and emulations of best practices. While sharing educational philosophies and policies are pervasive, without careful attention to the critical ideas of contextualisation and appropriate recognition of local values, policy borrowing can be counterproductive to national aspirations. With the rapid socio-economic development in the country as it emerges as an active participant in global affairs, the Bhutanese youths are exposed to foreign influences and cultures. There is a potential risk of losing the country’s rich repository of value systems if the education policies are not adapted to re-emphasise on inculcation of core Bhutanese values in education systems. Given the education reform agenda espoused by His Majesty Jigme Khesar Namgyel Wangchuck, the 5th King of Bhutan, this paper reviews the national education policy documents with specific reference to the Quarterly Education Policy Guidelines from 1988 to 2020, which is considered an equivalent of policy directives in the absence of an Education Act. The paper populates on an apparent loss of the local values to the burgeoning Western models for educational efficiencies. It renews an emphasis on the traditional values in the education reform policies for Bhutan. Keywords: Globalization, local values, national ideologies, education, reform

I take up the "What is equality?" controversy begun by Amartya Sen in 1979 by critically considering utility (J. S. Mill), primary goods (John Rawls), property rights (John Roemer) and basic capabilities in terms of what is to be distributed according to principles and theories of social justice. I then consider the four most general principles designed to answer issues raised by the Equality of Welfare principle, Equality of Opportunity for Welfare principle, Equality of Resources principle and Equality of Opportunity for Resources principle. I consider each with respect to the more general normative principle that whatever theory of social or distributive justice we accept should be as ambition sensitive and endowment insensitive as feasible in real world circumstances. In this context I take up the problems of expensive tastes, expensive disabilities, lowered or manipulated preferences or ‘needs,’ and differential needs versus differential talents and abilities. I argue that the best solution is to adopt a modified version of Rawls’ theory which takes primary social goods as that which is to be distributed but which demands a Basic Rights principle that insures basic subsistent rights (as well as basic security rights) as the most fundamental principle of morality (and social justice), and then demands that Rawls’ Difference Principle be applied lexically to the ‘material’ goods of income, wealth, and leisure time, but done so that the social basis of self-respect is never undermined.

This paper deals with the extensively documented crisis regarding present transnational education and curriculum policy and leadership practices from a curriculum theory point of view. This crisis, which the Finnish education policy analyst Pasi Sahlberg has characterized with the acronym GERM (Global Education Reform Model), “the virus that is killing education”, is considered through the lenses of two major curriculum theory paradigms, Anglo-American Curriculum and Northern European Bildung/Didaktik traditions. Bluntly stated, the Anglo-American curricular perspective reflects an (obsolete) image of natural science through behaviorist and cognitivist theories, which has led to administrative and political transformations based on the principles of accountability, standardization and privatization. In contrast, the Bildung tradition conceives of education and educational science as explicitly political rather than camouflaging politics by positioning science as neutral. This tradition of thought, however, has been experiencing an intellectual extinction in even its home ground of Germany. Astonishingly similar education policy outcomes to those that followed the Sputnik shock in the USA have also occurred following the German PISA shock of 2001. Since then, the Northern European Bildung camp has adopted accountability, standardization, and privatization as key drivers of their respective education reforms, with Finland, thus far, the solitary exception. The powerful reductionism of the current political tenet “economic thought is coterminous with rationality,” adopted by neoliberal education and curriculum policy makers, may be corroding our images of democratic society and education as a vehicle of and for democracy. This paper presents examples and implies a further need for critical reactivation of the symbolic legacy of Bildung as an educational springboard for a democratic project that would identify broader social visions and moral and political considerations beyond the instrumentality of “raising test scores” and would recognize these as essential elements of sound education policy making. Dr. Tero Henrik Autio has served as Professor of Curriculum Studies and Teacher Education at the University of Tampere, Finland and as invited International Professor of Curriculum Theory at Tallinn University, Estonia. Most recently, he has worked with the European Union to enhance PhD studies in education in post-Soviet Baltic countries. Autio has previously worked as classroom teacher in Finland specializing in math education, as a special education teacher in a child and youth psychiatric ward in Tampere University Hospital, and as a teacher educator in a vocational teacher education college in Jyväskylä, Finland. He is Vice President of the European Association for Curriculum Studies and co-chaired the Second IAACS Conference in Tampere in 2006. During his years as a student, he worked as a certified car mechanic and long distance truck driver. He loves architecture, theater, classical, pop and crossover music, interesting discussions, and curriculum theory.

BackgroundFrom the early empirical research results, we found the special methods and dimensions of education policy performance evaluation. These studies transition to outcome assessment and process assessment. Recent work has combined performance evaluation and education policy evaluation, and combined them. This study reconsiders the structure and measurement criteria of education policy performance in Tibet. To understand the current situation and characteristics of the implementation of educational language policy in Tibet and the changes of emotional behavior.Participants and MethodsA questionnaire survey was conducted among 945 middle school students in Ganzi Prefecture. Based on the results of Wang Shiying's questionnaire survey in Taiwan and the suggestions of the members and leaders of the research group, this study compiled a self-made Tibetan language education language policy scale. There are two types of balances, one is closed and the other is open. From the perspective of item reliability, structure reliability, alpha, ave and partition validity, this study makes an item analysis and reliability analysis on the four dimensions of language acquisition, policy attitude, policy awareness and policy satisfaction. Statistical software package amos21. 0 for confirmatory factor analysis (CFA).ResultsThe results show that the structural model of Tibetan educational language policy has been supported by the local government, which shows that the Tibetan educational language policy is effective. From large to small, the performance dimensions of educational language policy are: satisfaction with Tibetan educational language policy > Tibetan ability > Tibetan use > Tibetan educational language policy awareness. The standard deviation of each dimension from large to small is: Tibetan use > Tibetan ability > satisfaction with Tibetan educational language policy > recognition of Tibetan educational language policy. At present, the average value of the average performance evaluation of education policy in the questionnaire analysis is 3.6150 ~ 4.0595, which is equivalent to the degree of “above average”, and the overall performance is ideal. The correlation between Wittenberg coefficient and UCA was 0.81; The correlation between emotional language table and it is 0.59. Consistent with the expected results, language function is related to the evaluation of various policies; Emotional factors are related to the evaluation of the relationship between language recognition. (most correlation values are 0.30-0.70). From the perspective of discriminant validity, the correlation between social and emotional language items of Russell et al is only 0.170. As mentioned above, their correlation with other variables is also different. The correlation between Wittenberg's social and emotional language subscales is 0.44, which is significantly lower than the reliability of various scales, and the correlation between the two languages and other variables is also inconsistent. One of Wittenberg's findings is that social language has a high correlation with the UCLA scale, but this may also be partly due to the imbalance of the UCLA scale, that is, there are too many items for policy and less items for language and attachment.ConclusionThis paper discusses the dimensions and components of the performance of education policy in Tibet. In the analysis, some theoretical hypotheses of the performance structure of Tibet's education policy are tested, and the empirical data are combed to give an overall view of the criticism contained in these studies. This study constructs the model blueprint of the performance structure of Tibetan language education language policy, which provides reference and suggestions for future researchers. However, Ganzi Tibetan language education is a complex project, which will take a long time to implement. Therefore, the implementation of Tibetan language education needs unremitting efforts. On the basis of summarizing the successful experience of Tibetan language education, local governments and education departments should further study and accurately grasp the laws of education, promote the innovation of Tibetan language education ideas and clarify the objectives of Tibetan language education.AcknowledgementsThis article is a research project of the social science department of Hainan Province"(No. HNSK(ZC) -19 -08).