1st Edition
Contextualizing Global Flows of Competency-Based Education Polysemy, Hybridity and Silences
Introduction— Contextualising global flows of competency-based education: polysemy, hybridity and silences
Kathryn Anderson-Levitt and Meg P. Gardinier
1. Transnational competence frameworks and national curriculum-making: the case of Sweden
Andreas Nordin and Daniel Sundberg
2. The introduction of competence-based education into the compulsory school curriculum in France (2002–2017): hybridity and polysemy as conditions for change
Pierre Clément
3. Knowledge for the elites, competencies for the masses: political theatre of educational reforms in the Russian Federation
Elena Aydarova
4. Curricular design for competencies in basic education in Uruguay: Positions and current debates (2008–2019)
Eloísa Bordoli
5. Moral priority or skill priority: a comparative analysis of key competencies frameworks in China and the United States
Li Deng and Zhengmei Peng
6.21st century skills in the United States: a late, partial and silent reform
Kathryn Anderson-Levitt
7; What kind of citizens? Constructing ‘Young Europeans’ through loud borrowing in curriculum policy-making in Kosovo
Armend Tahirsylaj
8. Imagining globally competent learners: experts and education policy-making beyond the nation-state
Meg P. Gardinier
Biography
Kathryn Anderson-Levitt, Professor Emerita of Anthropology at the University of Michigan–Dearborn, USA, also taught in UCLA’s Department of Education 2011–2019. Her books include Teaching cultures (2002), and Local meanings, global schooling (2003).
Meg P. Gardinier is a global education policy researcher, instructor, and manager. She has published on issues such as education in post-communist Albania; teachers as agents of change; and the policy influence of the OECD. She is currently based in Washington DC.
