Martin Carnoy Research Articles

A global intellectual in a globalising world

ABSTRACT This paper presents Paulo Freire (1921-1997), on the centenary of his birth in 2021, as a global icon in education, whose actions, reflections and writings, as well as dialogues and talks, occurred against the background of an ever globalising world. To quote Martin Carnoy on a text concerning globalisation, published two years following Freire’s demise, processes of globalisation have intensified and acquired new meaning through advances in information technology which render production, cultural manifestations and education ever more synchronised on a planetary scale in real time. Drawing on Walter Kohan, I examine the notion of Freire as an itinerant educator, educationist and intellectual. The paper then explores the nature of hegemonic globalisation against which he struggled in his later years, until the time of his death. All this, I argue, renders him a global intellectual in a globalising world.

Theoretical Divergence and Convergence in Comparative Education

Previous articleNext article No AccessBook Essay ReviewTheoretical Divergence and Convergence in Comparative Education Transforming Comparative Education: Fifty Years of Theory Building at Stanford by Martin Carnoy. 2019. 262 pp. $25.99 (paper). ISBN 978-1503608818.Nelly P. StromquistNelly P. StromquistUniversity of Maryland Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 63, Number 4November 2019 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/705579 Views: 202Total views on this site HistoryReceived July 24, 2019Revised July 24, 2019Accepted July 24, 2019 For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Education as Cultural Imperialism , Martin Carnoy

Education as Cultural Imperialism , Martin Carnoy

University Expansion in a Changing Global Economy: Triumph of the BRICs? by Martin Carnoy et al.

Reviewed by: University Expansion in a Changing Global Economy: Triumph of the BRICs? by Martin Carnoy et al. Roberta Malee Bassett University Expansion in a Changing Global Economy: Triumph of the BRICs? Martin Carnoy, Prashant Loyalka, Maria Dobryakova, Rafiq Dossani, Isak Froumin, Katherine Kuhns, Jandhyala B.G. Tilak, & Rong Wang. 2013. Redwood City, CA: Stanford University Press. 404 pp. Hardcover ISBN: 9780804786010 ($60.00). E-book ISBN 9780804786416 ($60.00). Full Disclosure: I Am a BRIC Skeptic It is not that these countries (Brazil, Russia, India, and China) are not extremely important and influential in our time. They are. No question about it. It is the grouping of these countries into an artificially singular entity—the BRICs—that I question. This review, therefore, has this skepticism at its core—fair warning to the reader! Given my general ambivalence about assessing the BRIC countries as a monolithic agent against which the experiences of others ought to be compared, I believe, nonetheless, that this work captures very well the zeitgeist of our economic times in the context of higher education: the sense that there is an emerging ‘other’ ready to strike against the hegemonic status quo led by the US/UK and other colonial powers. For those interested in such dynamics (from a policy perspective, like myself, or from an academic one, like many of you), this book is an extremely useful and well-crafted reference piece on the emergence of a new global focal point for higher education: the BRICs1. What We Know about the BRICs Coined by Goldman Sachs executive Jim O’Neill in the 2001 paper “Building Better Global Economic BRICs,” the idea of a new bloc of emerging economies that could/would compete against dominant global powers, such as the US, UK, and Germany, was likely intended to excite the imagination of potential investors. Yet, even in O’Neill’s groundbreaking work, it is not entirely evident that all things were meant to be equal in assessing the BRICs, as China is given the overwhelming majority of attention in his piece. Perhaps it was to be based on GDP strength? India, Russia, and Brazil all compare favorably against existing economies in an examination of GDP levels weighted by purchasing parity, but this is not so unusual, given that so do Mexico, Korea, and Indonesia, for instance. Why, then, stop at the BRIC acronym/collective? Indeed, even as presented in O’Neill’s original piece, GDP per capital was actually [End Page 913] significantly higher at that point in time in Mexico (US$5,901) and Korea (US$9,678) than in China (US$852) and India (US$473) (O’Neill, 2001). Perhaps population size (now about 40% of the world’s population), then, can explain the inclusion of China and India in this collective? But if this were the case, then Indonesia should have been included in this bloc (GDP per capita US$730). Or, perhaps, the pockets of rapid growth in these two economies and their connections to the international economy—manufacturing, outsourcing, etc—sparked the imagination of the initial researchers. Or, maybe it’s just that ‘Building with ‘BRICs’ sounded too good to pass up in terms of headline, and the name just stuck. O’Neill’s original work itself assessed the emerging market environment more broadly and with a primary focus on the impending economic domination of China, but the term BRIC, nonetheless, is arguably a more powerful contribution of O’Neill’s work than the economic ideas contained in the original work. Triumph of the BRICs? Except, perhaps, for the growing obsession with MOCs, there may be no larger looming fascination in global higher education than what might be learned from the university systems in the BRIC countries. Interest in the rise of the BRIC economies has swept across the world, as the financial crisis that burst the global economic bubble at the end of 2007 and into 2008 seemed to have impacted these countries less dramatically than the established ‘developed’ economies, due in part and varying levels to the BRIC countries’ lesser degrees of exposure to Western finance and banking markets and to the strength of their export and manufacturing bases. Media...

Understanding and comparing student learning in southern Africa

This special issue of Prospects, guest-edited by Martin Carnoy, reports the results of a major study comparing student learning in primary schools in the border region of two neighbouring countries: South Africa’s North West Province and South East Botswana. Like several other recent studies, it tries to identify schooling factors within countries that significantly impact student achievement. This research, however, distinguishes itself by honing in on learners who are physically proximate, culturally and socio-economically similar, and attending the same grade in two different school systems. It especially focuses on the characteristics of teachers and teaching that may contribute to learning gains in grade 6 in a group of lower and lower middle income schools shaped in different historical settings. The articles included in this special issue have important implications not just for education policy in developing countries, but also for the methodology used to study an education process in almost any country, developing or developed. The research is classroom-based, and the articles that make up this issue of Prospects detail the classroom process that the underlying study found to be important to understanding why, in some classrooms, even low-income students learn more. Key data on learning, teacher skills, the schooling process, and the schooling environment help us understand better how students in the two countries learn mathematics, and what they learn. These insights, as Martin Carnoy highlights in his Introduction to this special issue, go far beyond those in other studies of schooling, even most studies outside southern Africa. The underlying theory is that student learning is a complex function that includes many factors: the student’s human and cultural capital, the teacher’s capacity to teach the subject matter (content and pedagogical knowledge), the cognitive demands teachers make of students in the classroom, the amount of time spent on the subject matter (curriculum mandated by the state), the quality of the teachers’ pedagogy in the classroom, and classroom peer conditions that influence learning. Although the neighbouring populations of students have similar characteristics, the two countries differ greatly in the histories of their educational systems: Botswana gained independence in 1966 and pursued as a

¿Han funcionado las reformas educativas en América Latina? Un estudio de los casos de Argentina, Brasil y Chile.

A casi diez años del cierre político del ciclo neoliberal que enmarcó las reformas educativas en América Latina de los años ’90, este trabajo evalúa su éxito en tres países latinoamericanos –Argentina, Brasil y Chile-. El análisis se apoya en el planteo teórico-conceptual desarrollado por Martin Carnoy en su texto “¿Están funcionando las reformas educativas en Latinoamérica? Nuevas perspectivas” y en otros derivados de aquél, como modelo alternativo a los análisis clásicos de las reformas educativas y de evaluación la calidad de sus sistemas educativos. Metodológicamente, se utilizarán diversos indicadores, ponderados por Carnoy para la consideración del éxito de las reformas latinoamericanas: (a) la expansión del acceso al sistema, (b) el desempeño de los sectores más desfavorecidos y (c) el mejoramiento de factores asociados a logros educativos. Los datos se centran, principalmente, en el nivel de educación secundaria, el nivel en donde se presenta la mayor dificultad. La cobertura del nivel primario es prácticamente total y disminuye, rápidamente, cuando se considera el nivel medio. Analíticamente, el estudio compara el impacto de las reformas en los países mencionados, y entre la propuesta de análisis de Carnoy y los modelos tradicionales de evaluación de reformas. Finalmente, interroga acerca de la verdadera capacidad de mejoramiento que los procesos de reforma han tenido para la población de esos países -especialmente para Argentina- no sólo en términos educativos sino también respecto de su democratización y, en función de la temática de la Conferencia: la disminución de la vulnerabilidad, injusticia e inequidad social.

Review: Cuba’s Academic Advantage

Cuba’s Academic Advantage: Why Students in Cuba do Better in School by Martin Carnoy, with Amber K. Gove and Jeffery H. Marshall. Stanford, California: Stanford University Press, 2007. 209 pp. ISBN 0- It is difficult to find current research on the Cuban educational system that moves beyond the anecdotal. Furthermore, the little material on Cuba available in English, especially if written in the United States, tends to come from either extreme of a highly polarized ideological spectrum, which either unfairly romanticizes or demonizes the realities of our island neighbor. In this book Martin Carnoy draws on existing international test data, complemented by field research and interviews, to inform readers about what is actually happening in Cuban elementary schools. He does this without trying to make up our minds about the Cuban political system, making it a valuable contribution to anyone interested in this field of study. Although Cuba is the main subject of this book, Carnoy’s study employs comparative research that examines not only the Cuban educational system, but the Chilean and Brazilian systems as well, rewarding readers with insightful analysis and critique of all three systems. The investigation begins with the results of the 1997-1998 UNESCO-sponsored Laboratorio international exam and survey which compared math and language educational outcomes of fourth-graders in 13 Latin American countries and quantitatively revealed what many experts had long suspected, that the Cuban educational system performs well above other countries in the region. The book attempts to explain this phenomenon using a mixed- methods approach that includes four strategies: statistical estimations based on production functions using the exam and survey data; synthesis of interviews with school teachers, administrators, students, families, and ministry of education officials at all levels; a review of mathematics textbooks and curriculum; and the results of videotaping and coding actual math instruction in classrooms. The author describes his methodology without attempting to hide any of the shortcomings in the different data sources; he openly discusses some of the potential problems with the Laboratorio results and the limitations due to the restricted number of classroom observations. Still, the triangulation available from the multiple approaches’ complementing results creates convincing answers to the basic question posed in this book. By sticking to a more rigorous data- driven analysis of the education systems under scrutiny, we lose some of the personal dimensions of life in Cuban, Brazilian, and Chilean schools. This reflects part of the stated mission of the book; Carnoy admits that although it might be “technical and boring” at times, this approach is necessary to get away from the simple “he said, she said” aspect of research. Because of the text’s clear language and logical layout, readers not interested in or not capable of understanding some aspects of Carnoy’s methodology, especially the chapter dealing with statistical

Cuba’s Academic Advantage: Why Students in Cuba Do Better in School by Martin Carnoy, with, Amber K. Gove and Jeffery H. Marshall. Palo Alto, CA: Stanford University Press, 2007. 209 pp. $19.95 (paper). ISBN‐13 978‐0‐8047‐5597‐9.

Previous articleNext article No AccessBook ReviewCuba’s Academic Advantage: Why Students in Cuba Do Better in School by Martin Carnoy, with, Amber K. Gove and Jeffery H. Marshall. Palo Alto, CA: Stanford University Press, 2007. 209 pp. $19.95 (paper). ISBN‐13 978‐0‐8047‐5597‐9.Sheryl L. LutjensSheryl L. LutjensCalifornia State University, San Marcos Search for more articles by this author California State University, San MarcosPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 53, Number 1February 2009 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/597316 Views: 129Total views on this site © 2009 by The Comparative and International Education Society. All rights reserved. For permission to reuse, please contact [email protected]PDF download Crossref reports no articles citing this article.

Cuba’s Academic Advantage: Why Student’s in Cuba Do Better in School

In Cuba’s Academic Advantage, Martin Carnoy analyses the success of the Cuban school system as measured by the results achieved by Cuban students in international math, science, and language tests. The study includes data from Chile and Brazil whose students consistently test less well than Cuban students on these same tests despite the fact that these two countries enjoy better socio-economic indicators than does Cuba and educational reform efforts have been undertaken by their respective governments. He references studies, the results of which are well known by researchers, which demonstrate that academic success among socially disadvantaged students is far less likely than for students from better-off families (p. 45). Why does this co-relation not hold true for Cuba? Carnoy argues that an important component of student success in Cuba, including students from lower socio-economic circumstances, is the result of what he terms state-generated social capital.

WHAT IS THE VALUE OF PUBLIC SCHOOL ACCOUNTABILITY?

Abstract In this review essay, Michael Gunzenhauser and Andrea Hyde consider three recent edited collections that address the potential value of public school accountability policy: Kenneth Sirotnik’s Holding Accountability Accountable: What Ought to Matter in Public Education; Martin Carnoy, Richard Elmore, and Leslie Santee Siskin’s The New Accountability: High Schools and High‐Stakes Testing; and Linda Skrla and James Scheurich’s Educational Equity and Accountability: Paradigms, Policies, and Politics. Taken together, the texts provide a snapshot of current scholarly discourse about the phenomenon of accountability policy and provide educators with conceptual tools for analyzing and responding to accountability pressures. While these conceptual distinctions help advance scholarly discourse on accountability, ultimately the texts demonstrate the conceptual poverty of accountability policy for guiding educational improvement. Gunzenhauser and Hyde argue that current state accountability systems are not likely to encourage the broad, systemic capacity building that these three volumes describe as fundamental to achieving the requirements of federal policies.

Education and the Crisis of Social Cohesion in Azerbaijan and Central Asia

Of the 15 republics that emerged after the collapse of the Soviet Union in 1991, six have predominantly Muslim populations. These nations are Azerbaijan, in the southern Caucasus, and Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan in Central Asia, with a combined population of approximately 65 million people. As Soviet power declined and then finally collapsed, these six newly independent nations found themselves confronted with a world of competing philosophies ranging from the liberal secularism of Russia and Turkey to various moderate and reformist religious movements to varieties of fundamentalism and Islamist political movements emanating from Saudi Arabia, Kuwait, Iran, Pakistan, and Afghanistan. During the transition period since 1991, the region has been afflicted by acute problems, including endemic state crisis, crime and narcotics, ethnic tensions, corruption, and competition over energy resources. Some analysts have argued that these problems were exacerbated if not caused by the failings of the regimes themselves, which have been too often unable or unwilling to address the various “fault lines” of persistent or potential violent conflict (Rashid 2002; Oliker and Szyana 2003; UNDP 2006). In Kyrgyzstan, the political situation has become more volatile and polarized as the government struggles to assert control after the March 2005 uprising that ousted President Askar Akayev. A confrontation between Uzbek security forces and antigovernment protesters in the town of Andijon in May 2005 resulted in many deaths and raises the possibility of further conflict in the densely populated Fergana Valley, which is divided between repressive Uzbekistan, impoverished Kyrgyzstan, and fragile Tajikistan (International Crisis Group 2005b). In the early 1990s, the general consensus among Western, Russian, and many local analysts was that the region would be politically stable and that extremist movements would gain little traction in Azerbaijan and Central

<em>Sustaining the New Economy. Work, Family, and Community in the Information Age</em>, by Martin Carnoy

Sobretot a partir dels darrers esdeveniments internacionals, el llibre de Martin Carnoy Sustaining the New Economy . Work, Family, and Community in the Information Age es mes actual que mai. A partir de l?analisi de les relacions entre el mercat laboral i els canvis que s?estan produint a la nostra societat, Carnoy prediu que els governs incapacos d?organitzar-se per assolir un ?coneixement integrador? i un desenvolupament economic sostenible perdran autoritat, i que no tots els paisos desenvolupats seran capacos d?ajustar-se a les circumstancies.

ALL THINGS EQUAL?

Michael K. Brown, Martin Carnoy, Elliott Currie, Troy Duster, David B. Oppenheimer, Marjorie M. Shultz, and David Wellman, Whitewashing Race: The Myth of a Color-blind Society. Berkeley: University of California Press, 2003, 349 pages, ISBN 0-520-23706-4, $27.50.Paul M. Sniderman and Thomas Piazza, Black Pride and Black Prejudice. Princeton: Princeton University Press, 2002, 192 pages, ISBN 0-691-09261-3, $24.95.These two texts represent a somewhat unlikely pairing. What could an empirically detailed but wide-ranging, really indignant indictment of new right-wing homilies about racial politics—that's Whitewashing Race—have in common with what inquiring minds want to know about Black Pride and Black Prejudice, a carefully stepping report of results mostly from a 1997 survey, posing and answering such questions as whether African Americans share the “larger culture's” values, succumb to conspiratorial thinking, or are anti-Semitic? At the level of pure geography trivia, it so happens that all of the authors involved in generating these new books have some claim to Northern California roots or associations. But beyond that, do they have anything in common?

From Straits to Optimism: Education in the Americas

Unequal Schools, Unequal Chances: The Challenge of Equal Opportunity in the Americas. Edited by Fernando Reimers. (Cambridge, MA: The David Rockefeller Center Series on Latin American Studies, Harvard University, 2000. Pp. 464. $24.95 paper.) Children's Work, Schooling and Welfare in Latin America. By David Post. (Boulder, CO: Westview Press, 2002. Pp. 284. $38.00 paper.) Schooling for Success: Preventing Repetition and Dropout in Latin American Primary Schools. Edited by Laura Randall and Joan B. Anderson. (Armonk, NY: M. E. Sharpe, 1999. Pp. 338. $78.95 cloth, $35.95 paper.) Distant Alliances: Promoting Education for Girls and Women in Latin America. Edited by Regina Cortina and Nelly P. Stromquist. (New York: Routledge Falmer, 2000. Pp. 316. $95.00 cloth.) We Are All Equal: Student Culture and Identity at a Mexican Secondary School, 1988-1998. By Bradley A. U. Levinson. (Durham, NC: Duke University Press, 2001. Pp. 432. $84.95 cloth, $25.95 paper.) Education in the New Latino Diaspora: Policy and the Politics of Identity. Edited by Stanton Worthan, Enrique G. Murillo Jr., and Edmund T. Hamann. (Westport, CT: Ablex Publishing, 2002. Pp. 264. $82.95 cloth, $30.00 paper.) Imagining Teachers: Rethinking Gender Dynamics in Teacher Education. By Gustavo E. Fischman. (Lanham, MD: Rowman & Littlefield Publishers, 2000. Pp. 211. $85.00 cloth, $27.00 paper.) Reinventing Paulo Freire: A Pedagogy of Love. By Antonia Darder. (Boulder, CO: Westview Press, 2002. Pp. 274. $85.00 cloth, $27.00 paper.) The debates around education have not changed in nature since the early twentieth century but their emphasis has. At the outset, [End Page 221] education was the promise of progress for a nation, a tool individuals should use to increase their well-being, a means to elevate in society and mitigate poverty. In 1920 José Vasconcelos, the legendary first Secretary of Public Education in Mexico, ascertained that there were two main problems in the country: misery and ignorance, the former a consequence of the latter. Education for all would solve those afflictions and would unite the nation by its culture, not by force, authority, or the power of the state. However, the sorry situation all over Latin America stood in acute contrast to the buoyant optimism on education. Only when the failure of the state to deliver educational and other social services began to be evident, did social scientists start to question the validity of the educationalist argument. In the United States and Europe, the controversies over schooling in the 1970s were between the defenders of the educational ideal of progress and happiness and those radicals who claimed that instruction and training were tools for social control, reproducing inequalities in the economy and in society. The works of Pierre Bourdieu, Martin Carnoy, and Samuel Bowles and Herbert Gintis, and Marxist thinkers, like Louis Althusser, became popular among scholars, teachers, and political activists in Latin America.1 In contrast to this radical approach was the consensus view of education based on a structural-functional paradigm. This approach encompassed a notion of function as a link between (relatively) stable structural categories of social life; any processes or conditions that did not contribute to the existence and evolution of society were dysfunctional. The principal emphasis of this perspective was on stability of the society, as well as the social integration and effectiveness of the social system. Underlying these emphases was an explicit assumption of the universal ordering of such conditions and human nature.2 The role of education in this framework was to "socialize" children into adult life, instilling the norms of behavior and shaping personalities to make them accept the demands of the social order. Reproductionist approaches, although convincing in many of their contentions, were irrelevant for the masses of workers and peasants, [End Page 222] who demanded more education and further opportunities for their offspring to attend school as a mechanism to move up the social ladder. Although the radical approach is seldom used, it is common...

Education of minorities and peace education in pluralistic societies

Introduction by Yaacov Iram Theory and Concepts Education of Minorities: Problems, Promises, and Prospects. An International Perspective by Yaacov Iram Cultural Recognition or Social Redistribution: Predicaments of Minority Education by Gita Steiner-Khamsi Multiculturalism and Civic Education in a Globalizing Economy by Martin Carnoy What Should Be the Foundations of Peace Education? by Chadwick Alger Education for Peace: Concepts, Contexts, and Challenges by Lennart Vriens Case Studies Can Educational Improvement Equalize Minority Economic Opportunities? The Case of the United States by Martin Carnoy Cultural and Religious Minority Education in France: Limits to Diversity and Equality by Leslie Limage Recognizing and Educating Religious Minorities in England and Wales by Leslie Francis Minority Education in the Palestinian Authority by Aziz Haidar Promoting Inter-Group Attitudes in Israel Through Internet Technology by Yaacov Katz and Yaacov Yablon The Bedouin Community in the Israeli Negev: Educational and Community Characteristics by Rivka Glaubman and Yaacov Katz Jewish-Arab Relations and the Education System in Israel: A Case of Controlled Multiculturalism by Majid Al-Haj Is Silencing Conflicts a Peace Education Strategy? The Case of the State Topic in Israeli Civics Textbooks by Hillel Wahrman Jewish Education Worldwide: A Minority Educates Itself by Walter Ackerman

Placing John Ohliger in His Proper Historical Context

John Ohliger will be remembered as one of history's great adult educators for his unending fight against mandatory continuing education and as adult education's most prolific and articulate bibliographer. Yet, his position in history is so much greater than merely that of an outstanding adult educator. Historically, he should be placed in the company of John Holt, Joel Springs, Martin Carnoy, Ivan Illich, Everett Reimer, and all those educators who challenged the very existence and purpose of public education. Collectively, this group argued that mandatory education was a tool of the marketplace intended reproduce the status quo of the corporate state. The purpose of this article is establish the historical importance of Ohliger's life-long vocation both practitioners and scholars, and reintroduce the contestable issues surrounding compulsory vs. voluntary adult education. Ohliger became an adult educator like many of us, via the circuitous path of life's unanticipated side streets--a path that most of us never plan or imagine. Born in 1926, he grew love books as a child. In high school he was a reporter for the school newspaper. In 1945, he enlisted in the army and advanced a sergeant responsible for the Troop Information and Educating Program. Six years later he earned an A.B. degree at Wayne University (now Wayne State University), majoring in social sciences and speech, where he was also an activist for the the Democratic Party. As a young college graduate he began explore socialism and Trotskyism, while working part-time with the education department of the Michigan Council of the Congress of Industrial Organizations. By 1956 Ohliger's identity as an adult educator crystallized when he received a leadership grant from the Ford Foundation's Fund for Adult Education pursue a master's degree at UCLA. Here he began emerge as an intellectual who would challenge the field of adult education for the next 45 years. The Fund for Adult Education, established in 1951, provided those essential monies that supported this nascent field of study by aiding the newly formed Adult Education Association and later the Center for the Study of Liberal Education for Adults. It was one of the early foundations to recognize the potential of television and the importance of liberal education for business and union leaders (Stubblefield & Keane, 1994, p. 278). In the late 1950s, Ohliger moved from Los Angeles Chicago where he worked for two other programs supported by the Fund: the Great Books Foundation and the American Foundation for Political Education. In 1961, he moved back California and worked with Radio Pacifica, a progressive radio station founded in 1941 by anarchists. The station is still operating today. By 1966, Ohliger had completed his doctorate in adult education at UCLA and went work as the continuing education director for Selkirk College, the first regional community college in British Columbia. A year later he joined the adult education faculty at Ohio State University, earned tenure and stayed until 1973, when he moved Madison, Wisconsin, where he spent most of the rest of his life. At Ohio State, Ohliger began reflect upon his life and education, and concluded the most important and unifying theme in adult education was that it should be voluntary. In his words: Looking around for someone support this new-found consciousness I found one author, Ivan Illich, who led me others. Illich, and his educational mentor, Everett Reimer, were the only persons at the time I could find who recognized the oppressive direction in which schooling was moving. (1997, p. 29) For the rest of Ohliger's life he would remain true this theme, i.e., when the education of adults becomes compulsory it ceases be adult education. With academic status and tenure, Ohliger began seriously pursue his vision of adult education as a voluntary activity He became actively involved with Illich and Reamer at the Center for Intercultural Documentation (CIDOC) in Cuernavaca, Mexico, spending extended periods of time away from campus trying understand how education at all levels is used maintain existing social and class inequalities throughout the world. …

Contributors

Previous article No AccessContributorsM. Fernanda Astiz, David P. Baker, Luis Benveniste, Martin Carnoy, Roger Dale, Diana Rhoten, Susan L. Robertson, Seth Spaulding, Michel Welmond, and Alexander W. WisemanM. Fernanda Astiz Search for more articles by this author , David P. Baker Search for more articles by this author , Luis Benveniste Search for more articles by this author , Martin Carnoy Search for more articles by this author , Roger Dale Search for more articles by this author , Diana Rhoten Search for more articles by this author , Susan L. Robertson Search for more articles by this author , Seth Spaulding Search for more articles by this author , Michel Welmond Search for more articles by this author , and Alexander W. Wiseman Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 1February 2002The Meanings of Globalization for Educational ChangeGuest Editors: Martin Carnoy and Diana Rhoten Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/339614 Views: 7Total views on this site PDF download Crossref reports no articles citing this article.

Book ReviewThe Exemplary Society: Human Improvement, Social Control, and the Dangers of Modernity in China by Børge Bakken. New York: Oxford University Press, 2000. 516 pp. $110.00 (cloth). ISBN 0‐19‐829523‐5.

Previous articleNext article No AccessBook Review The Exemplary Society: Human Improvement, Social Control, and the Dangers of Modernity in China by Børge Bakken. New York: Oxford University Press, 2000. 516 pp. $110.00 (cloth). ISBN 0‐19‐829523‐5.Eugene P. KimEugene P. KimDepartment of Education, University of California, Los Angeles Search for more articles by this author Department of Education, University of California, Los AngelesPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 1February 2002The Meanings of Globalization for Educational ChangeGuest Editors: Martin Carnoy and Diana Rhoten Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/343231 Views: 99Total views on this site Permission to reprint a book review printed in this section may be obtained only from the author.PDF download Crossref reports no articles citing this article.

Globalization Viewed from the Periphery: The Dynamics of Teacher Identity in the Republic of Benin

L'auteur tente d'expliquer les differences d'impacts de la mondialisation au niveau local sur les systemes educatifs par les variations de l'identite des enseignants. L'enseignant, considere en tant qu'acteur social, politique et historique d'un pays donne, peut malgre tout aider a apporter des solutions aux politiques reformatrices developpees. En effet, si les pays en voie de developpement ont des besoins similaires qui repondent a des logiques, des priorites et des attentes bien definies, les consequences des reformes engagees different selon les pays.

Book ReviewTeacher Education in the Asia‐Pacific Region: A Comparative Study edited by Paul Morris and John Williamson. New York: Falmer Press, 2000. 320 pp. $63.75 (cloth). ISBN 0‐8153‐1856‐1.

Previous articleNext article No AccessBook Review Teacher Education in the Asia‐Pacific Region: A Comparative Study edited by Paul Morris and John Williamson. New York: Falmer Press, 2000. 320 pp. $63.75 (cloth). ISBN 0‐8153‐1856‐1.Howard L. JonesHoward L. JonesProfessor EmeritusDepartment of Curriculum and Instruction, University of Houston Search for more articles by this author Professor EmeritusDepartment of Curriculum and Instruction, University of HoustonPDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 46, Number 1February 2002The Meanings of Globalization for Educational ChangeGuest Editors: Martin Carnoy and Diana Rhoten Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/343226 Views: 12Total views on this site Permission to reprint a book review printed in this section may be obtained only from the author.PDF download Crossref reports no articles citing this article.