How has globalisation affected educational thought and practice? This volume presents a fascinating exploration of the impact of globalisation on education. The authors consider the changes - sometimes subtle, sometimes revolutionary - that arise when ideas, practices and experiences are discussed and analysed by people of contrasting cultural backgrounds. Through a series of case studies, they examine the dilemmas and contradictions, as well as the new ideas and opportunities, that globalisation offers to individuals, to states and to intellectual cultures. Key areas of discussion include: ¢ The effects of globalisation on individuals ¢ The contradictions embedded in the process of globalisation - especially in the economic sphere ¢ The impact on education of globalising ideas, thoughts and values ¢ The relationship between globalisation and culture.
Table of Contents
Contents: Introduction, Stan Gunn; The concepts of globalisation and culture, Paul Oliver; Globalisation as education? Images of other countries, Cedric Cullingford; Local knowledge and globalisation: are they compatible?, W. John Morgan; Cross-cultural transference in educational management, Marion Shaw; Broader horizons and greater confidence; UK students learning from mobility, Helen Jones; Overseas students in higher education, Christine Twigg; Cultural shock or cultural acquisition; the experiences of overseas students, Dale O’Neill and Cedric Cullingford; Students’ perception of lifestyle changes in a remote community following the availability of new technologies, Tony Charlton and Charlie Panting; Globalisation, cultural diversity and teacher education, Elwyn Thomas; Teachers, globalisation and the prospect for self-education, Les Tickle; Concluding remarks, Cedric Cullingford; Name index; Subject index.
Professor Cedric Cullingford, University of Huddersfield, UK and Stan Gunn, previously at the University of Huddersfield, UK.
’At a time when globalization in its many different forms touches all aspects of society, this volume provides explanations of the process and mature judgements on the consequences. It focuses upon both underlying concepts and practical outcomes and, as such, provides informative reading for the professional educator and for the more general reader.’ Mike Breckin, Head, International Development Centre, University of Huddersfield, UK