This book focuses on the impacts of global and transnational trends in higher education policy in Albania and provides a window into the variable interplay of local and global forces in an under-studied Balkan nation.

Complex, risk-generating and predicament-laden patterns of global interdependence pose significant imperatives for radically reframing the purposes and provision of higher education. Changes already ongoing in higher education reflect and respond to global dynamics that are intensifying interdependence and, at the same time, deepening inequalities both within and among societies. Recognizing this is to recognize the need to question whether the arcs of change in higher education should remain passively entrained with globalization-driven magnifications and multiplications of difference, or (...) whether higher education can and should play a unique and critical role in reorienting the dynamics of global interdependence. This paper argues that if current trends toward both institutional and epistemic differentiation can be inflected toward enhancing diversification—rather than mere variation—21st-century higher education can come to serve as a global relational commons crucial to realizing ever more deeply shared and equitable expressions of global flourishing and public good. (shrink)

Chinese kindergartens’ over 110 years of adaptation of foreign models is a vivid example of how globalization comes into direct contact with Chinese culture and creates cultural hybridities. Learning Stories as a narrative assessment tool to children’s development from New Zealand, has swept China with the endorsement from the professional organizations and local authorities, especially attracting many followers in Beijing. Based on a two-year participatory action research in Beijing, the article examines Learning Stories as policy borrowing, redesigned as an innovative (...) reflection tool for professional learning community which results from processes of mutual influence between the global and the local. The article highlights the importance of culture and context in considering professional development and the ‘fluid’ and dynamic nature of ‘glocalization’ working towards integration of globalization and localization. Furthermore, borrowing or learning foreign policies in preprimary education can be... (shrink)

Control over economic surplus is the biggest contributor towards women's substantive equality in society. Furthermore, surplusgenerating women prioritize spending on family nutrition, health and education, which yields long-term social benefits at macrolevel. Globalization's marginalization of poor men in the Global South, from both the formal and informal economies, diminishes men's strategic indispensability in the community and household, and results in resistance to women's increased independence. Men's perceived sense of loss of control acts as trigger for an increase in domestic (...) and social violence towards women, with debilitating impact on the de facto status of women in society, and with that, the beneficial impact that equality of women could have on future generations. (shrink)

With growing globalization, the governments of many countries are tending to place a disproportionately large emphasis on economy, which often results in budget cuts in health, education and social welfare. Such a tendency has provoked arguments by many individuals concerned. The neo-conservatism represented by ex-US President Reagan and ex-UK Prime Minister Thatcher in the 1980s, known as Reaganomics and Thatcherism, caused public funds for health care and education to be substantially reduced. In developing countries a so-called structural adjustment (...) policy, promoted by the World Bank and the International Monetary Fund, is leading to shrinking budgets for health, education and social security in general. (shrink)

In this cross-cultural exploration of the comparative experiences of Asian and Western women in higher education management, leading feminist theorist Carmen Luke constructs a provocative framework that situates her own standpoint and experiences alongside those of Asian women she studied over a three-year period. She conveys some of the complexity of global sweeps and trends in education and feminist discourse as they intersect with local cultural variations but also dovetail into patterns of regional similarities. Western feminist research has (...) established that relatively few women hold senior positions in universities and colleges. Using the now common metaphor of the "glass ceiling," this research has developed a range of social, cultural, and institutional explanations for women's underrepresentation in academic life. International studies show that women in non-Western countries are also underrepresented in higher education. Yet do Western explanations and strategies for change hold for academic women working in non-Western universities? The very diversity among women's experiences calls into question many of the analytic tools, terms, claims, and solutions formulated by Western feminism. This is the first study to show how cultural differences figure into the institutional dynamics of "glass ceilings." It raises important theoretical and practical, strategic, and tactical questions about issues of cultural difference and institutional power. (shrink)

Large corporations are coming under intense pressure to act in a socially responsible manner. Corporations have accepted this notion provided that it is exercised voluntarily. It has also been argued that corporations can do well by doing good, and that good ethics is good business. This paper presents an alternative viewpoint by demonstrating that while voluntary socially responsible conduct is desirable, it plays a rather small role in inspiring good corporate conduct. Instead, (a) it is the external economic-competitive conditions that (...) define the parameters and opportunities for good corporate conduct; and (b) the values and traditions of the corporations, and their perceived risk in exploiting those opportunities, that influence the extent of a corporation's socially responsible conduct. The framework presented here analyzes certain market-competitive conditions, which determine the scope and direction of socially responsible corporate conduct, and the instruments available to society to enhance ethical corporate conduct. It suggests that from society's perspective, we should move away from the notion of corporate social responsibility and toward corporate social accountability. Most modern economies operate under conditions of imperfect competition where corporations gain above-normal profits, i.e., market rent, from market imperfections. Therefore, corporations should be held accountable for a more equitable distribution of these above-normal profits with other groups, e.g., customers, employees, etc., who were deprived of their market-based gains because of market imperfections and corporate power. Three approaches are suggested for measuring corporate accountability through corrections. These are: information imbalance, bargaining power imbalance, and, adjudication, remedy and relief imbalance. (shrink)

Resumen. Una de las prioridades de un egresado universitario, es su insersión en el mercado laboralprofesional, y es ahí donde realmente puede comprobar la aplicación de sus conocimientosprofesionales adquiridos durante sus estudios profesionales, y lo que experimenta frecuentemente ennuestro país, es que le resulta extremadamente dificl colocarse dentro de las empresas, cuando optapor esta alternativa, y esto da lugar a un reflexión academica sobre que tanto debe o puede hacer unainstitución de educación superior en Mexico, para facilitar o por lo (...) menos apoyar a sus egresados aintegrarse lo mas pronto posible en el mercado profesional, tomando en consdieración el alto nivelcompetitivo que provoca el impacto de la globalización económica, que definitivamente es unmonitor para las instituciones educativas sobre el diseño del perfil de estudiante de administración ysus competencias requeridas para su desarrollo y éxito profesional. Esta investigación tiene comofinalidad mostrar los aspectos mas importantes de reflexión para las instituciones educativas.Palabras claves. Egresado, Globalización, Administrador, Economia, Educación. One of the priorities for the university graduate, is its insertion into the professional labormarket, and that's where the graduate, can actually test the application of professional skills acquiredduring their professional studies, and what often experienced in our country, is that the graduatefinds highly difficult to be hired in business, when this alternative is choosen, and this leads to anacademic reflection on how universities can or should do in Mexico, to facilitate or at least supporttheir graduates tofind employment as soon as possible in the professional market, taking Inconsideration the high level of competition causes mostly by the impact of economic globalization,which definitely is a monitor for all educational institutions on the design of the profile of themanagement students and skills required for their development and professional success. This research aims to show the most important aspects of reflection for educational institutions.Keywords. Graduate, Globalization, Manager, Economics, Education. (shrink)

HIV/AIDS has changed from a disease of white gay men in the United States to a pandemic that largely involves women and dependent children in developing countries. Many theologies of disease are necessary to cope with the variety of expressions of this pandemic. Christian theoethical reflection on HIV/AIDS has been largely focused on sexual ethics, with uneven and mainly unhelpful results. Among the ethical issues that shape future useful conversations are globalized economics and resource sharing, the morality and economics of (...) the pharmaceutical industry, and the need for sex education and access to reproductive choice. Considering such issues in international, interreligious, multiscientific contexts is a concrete next step for the religion‐and‐science dialogue. It will put the powerful tools of both fields to the service of the common good. (shrink)

The main purpose of this paper is to show that under globalization many traditional concepts are no longer acceptable, and may be preconceived. In Vietnam, the system of values Jriend-enemy, success-failure, chance-risk, endogenous-exotic has somehow changed in globalization. Globalization in se marks a new trend, a new change for humankind. A considerable difference in the consumption of goods exists between population strata. The "world of things" owned by the poor has become distant from that owned by the rich to such (...) an extent that no dialogue is possible. But the difference in the consumption of cultural values has to merit concern. This paper displays these value changes in Vietnam in the process of globalization: (a) the value of studiousness and the emphasis on education does not decline, but deviates; (b) the value of "diligence" tends to increase; (c) The value of family and community" tends to diminish. The process of globalization can only be understood in the context of the search for new values, and a critique of globalization is possible if one investigates the very root of the human search for new values: values are values only when they still generate their contributions to solving human problems. (shrink)

The main purpose of this paper is to show that under globalization many traditional concepts are no longer acceptable, and may be preconceived. In Vietnam, the system of values Jriend-enemy, success-failure, chance-risk, endogenous-exotic has somehow changed in globalization. Globalization in se marks a new trend, a new change for humankind. A considerable difference in the consumption of goods exists between population strata. The "world of things" owned by the poor has become distant from that owned by the rich to such (...) an extent that no dialogue is possible. But the difference in the consumption of cultural values has to merit concern. This paper displays these value changes in Vietnam in the process of globalization: (a) the value of studiousness and the emphasis on education does not decline, but deviates; (b) the value of "diligence" tends to increase; (c) The value of family and community" tends to diminish. The process of globalization can only be understood in the context of the search for new values, and a critique of globalization is possible if one investigates the very root of the human search for new values: values are values only when they still generate their contributions to solving human problems. (shrink)

The community college movement has been eager to embrace the accelerating changes brought about by global capital and facilitated by information technology. Leadership for the community college role in globalization has been cultivated by the American Association of Community Colleges and the League for Innovation in the Community College. As the administrators of publicly funded community colleges view themselves as managers and CEOs in a competitive market for education, the colleges look to private industry for funding. Meanwhile, the voice (...) of the community college is nearly silent with regard to environmental destruction and human rights abuses e xacerbated by globalization. This article will focuse on the role of community colleges in facilitating and cheerleading the corporate global economy while attenuating dissenting world views that would promote a more just and sustainable future. (shrink)

The global principles must be the response to the globalizing world. If it is a global selfishness, the humanity will collapse. That is why; the global elfishness should be opposed by the common to all humanity sacral values or the lanetary ethics. Planetary ethics is the whole complex of interconnected principles, ideas and sets, - the complex that ought to be brought to a working system, - dynamic and strict. All these ideals and principles flows from the common to all (...) humanity moral values, fixed in the best philosophical works of the various states and peoples, in the religious confessions with заветами of love, mercy, moral purity,striving to the living in the harmony with nature and with self. The traditional values of the Turkic world call for it. To the very principles of the planetary ethics should be attributed the following:• Tolerance;• Peaceful and the constructive dialogue of cultures, civilizations and religions;• Education for all, education should be with the priority of воспитание over study of any kind of knowledge and professional skills;• Ecological imperatives of humanity’s culture.The principles of integral ethics should accepted by everyone and anybody: the states’ leaders, international organizations, civil structures and by individuals. (shrink)

In today’s globalized world, nations cannot be totally isolated from or indifferent to their neighbors, especially in regards to medicine and health. While globalization has brought prosperity to millions, disparities among nations and nationals are growing raising once again the question of justice. Similarly, while medicine has developed dramatically over the past few decades, health disparities at the global level are staggering. Seemingly, what our humanity could achieve in matters of scientific development is not justly distributed to benefit everyone. In (...) this paper, it will be argued that a global theoretical agreement on principles of justice may prove unattainable; however, a grass-roots change is warranted to change the current situation. The UNESCO Declaration on Bioethics and Human Rights will be considered as a starting point to achieve this change through extracting the main values embedded in its principles. These values, namely, respecting human dignity and tending to human vulnerability with a hospitable attitude, should then be revived in medical practice. Medical education will be one possible venue to achieve that, especially through role models. Future physicians will then become the fervent advocates for a global and just distribution of health care. (shrink)

Containing both theoretical discussions of globalization and specific case analyses of individual African countries, this collection of essays examines the intersections of African education and globalization with multiple analytical and geographical emphases and intentions.

Containing both theoretical discussions of globalization and specific case analyses of individual African countries, this collection of essays examines the intersections of African education and globalization with multiple analytical and geographical emphases and intentions.

A manifestation of globalisation as an economic imperative has occurred at the national level in Australia.This manifestation is in the form of political policies, administrative practices and funding distribution ostensibly aimed at creating a more competitive national economy.Philosophy of Education, as a practice and product of some employees in the higher education industry in Australia, is being influenced by this manifestation of globalisation.Reflection on ways in which established concepts are being reshaped to suit the agenda of (...) globalising political policies may assist those engaged in philosophising about education to enhance their practice in ways they desire.It is argued here that such reflection should lead many academics in Australian universities to the conclusion that they should not undertake research and that research should not be part of the job specification for most academics employed in Australian universities.The argument in this paper is based on a set of epistemological assumptions about the nature of academic practices or traditions .Philosophy of Education is one such academic tradition or practice.A university may be conceived of as a community of academics engaged in a range of traditions or practices.A university may also be conceived of as a quasi‐governmental administrative entity employing workers to value‐add to customers intending to maximise personal economic rewards from future engagement in a more competitive national economy. (shrink)

This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approximately, the last three decades, we seek to develop a clearer understanding (...) of what has been done and what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

ABSTRACT: This article discusses, principally from an English perspective, globalisation, global citizenship and two forms of education relevant to those developments (global education and citizenship education). We describe what citizenship has meant inside one nation state and ask what citizenship means, and could mean, in a globalising world. By comparing the natures of citizenship education and global education, as experienced principally in England during, approxim-ately, the last three decades, we seek to develop a clearer (...) understanding of what has been done and what might be done in the future in order to develop education for global citizenship. We suggest that up to this point there have been significant differences between the characterisations that have been developed for global education and citizenship education. These differences are revealed through an examination of three areas: focus and origins; the attitude of the government and significant others; and the adoption of pedagogical approaches. We suggest that it would be useful to look beyond old barriers that have separated citizenship education and global education and to form a new global citizenship education. Their separation has in the past only perpetuated the old understandings of citizenship and constructed a constrained view of global education. (shrink)

A manifestation of globalisation as an economic imperative has occurred at the national level in Australia.This manifestation is in the form of political policies, administrative practices and funding distribution ostensibly aimed at creating a more competitive national economy.Philosophy of Education, as a practice and product of some employees in the higher education industry in Australia, is being influenced by this manifestation of globalisation.Reflection on ways in which established concepts are being reshaped to suit the agenda of (...) globalising political policies may assist those engaged in philosophising about education to enhance their practice in ways they desire.It is argued here that such reflection should lead many academics in Australian universities to the conclusion that they should not undertake research and that research should not be part of the job specification for most academics employed in Australian universities.The argument in this paper is based on a set of epistemological assumptions about the nature of academic practices or traditions.Philosophy of Education is one such academic tradition or practice.A university may be conceived of as a community of academics engaged in a range of traditions or practices.A university may also be conceived of as a quasi‐governmental administrative entity employing workers to value‐add to customers intending to maximise personal economic rewards from future engagement in a more competitive national economy. (shrink)

Taiwan Education at the Crossroad examines the processes of schooling in Taiwan amidst the social, cultural, economic, and political conflicts resulting from local and global dilemmas and issues. The book opens with an introductory chapter detailing the recent world-wide phenomenon in education, i.e. globalization and localization, followed by parts one through five to showcase the different perspectives of Taiwan's education. Collectively these sections offer a panoramic and in-depth glimpse from the past to the future of educational trends (...) in Taiwan, and the ongoing educational exchanges with China and the world. (shrink)

Differences between the countries of the Northern and Southern Hemispheres recommend drastic changes in political, economic, and social attitudes, especially among the nations of the North. Especially significant is their influence on the World Bank, the International Monetary Fund, and the World Trade Organization and their resulting imposition of policies favorable to their own interests at the cost of those of the Southern nations.

Can education be reduced to training? Can education become equal to upbringing? What is meant by education? From Fichte to Schleiermacher, through Nietzsche and Jaspers, up to Habermas, these questions were discussed over and over again in the context of the relationship between education and universities. Reviving the history of this discussion is instructive in as much as it shows that contemporary discussions about the reform of education and higher education in very important aspects (...) represent the revival of politically unresolved problems. Especially those from the 1950’s, which – through deliberations which were worth the attention – warned against subordinating scientific politics to economic politics. (shrink)

The article is divided into five parts that take readers through a historical and sociological analysis of the birth of European nationalism and concludes by emphasizing the need to overcome nationalism. In the first three parts, the author provides readers with detailed arguments on the historical background of nationalism. These show that the ideas of nationalism provided modern society with an important type of social bond. However, the article also focuses on why this type of social bond became the source (...) of serious trouble in central Europe. It has produced many disastrous events, such as wars, the holocaust, and ethnic-cleansing. Moreover, it has brought about a style of thinking that is too rigid and out of date in our globalizing world. The fourth part shows that nationalism operates through nationalist identity-myths. In the final part of the article, the author demonstrates how this new type of nationalism type has influenced the philosophy of education, teaching and national curricula and suggests a few maxims that should govern the transition from nationalist to trans-nationalist perspectives (not only) in education. (shrink)

Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.

_Universities and Globalization: To Market, To Market_ examines the operations of power and knowledge in international education under conditions of globalization, with a focus on the three biggest exporters of higher education--the United States, Australia, and the United Kingdom. An interdisciplinary approach based on the core social sciences is used to explore the power relations that shape global education networks. The role of nation-states in creating the conditions for education markets and the desire for a Westernized (...) template of international education in the postcolonial world is discussed. The volume offers a sophisticated attempt to recast international education as a series of geopolitical and geoeconomic engagements that transcend simple supply and demand dynamics. Engaging with the theoretical debates about education and globalization, this book examines global cultural "flows" and boundary crossings, the cultural economy of education networks, and the possibilities for supra-territorial subjectivities. International education markets are examined from the perspectives of both first world producers and postcolonial consumers. By investigating how first world universities imagine and enact the global in their marketing practices, the expressions of cultural diversity valued by education markets, and the types of individual and institutional subjectivities merging from markets, _Universities and Globalization: To Market, To Market_ offers students, faculty, administrators, marketing consultants, and others who work in the area a highly nuanced account of the global relations fostered by education markets. This original, critical examination of the forms and cultural politics of international education is a significant contribution to the field. (shrink)

Today it is difficult to investigate how to deal with the interaction of heterogeneous societies living in common spaces of coexistence. Certainly, the intervention in this field of scientific knowledge requires to know and to be able to apply the concepts, models and paradigms of social relation that differ considerably according to the social context in which we are investigating. It is not the same, contextualizing this situation in the American society, or in the European, Asian or Latin American, to (...) give some examples. The education, through a new concept of sociocultural relations, specific to each context, will favour the establishment of ties to promote and encourage the coexistence of peoples. This coexistence in the social context of Latin America is based on the momentum generated by the Indigenous Peoples that have led to profound changes in educational paradigms and social relations. The new situation causes the interaction of such disparate concepts as intra- and transculturality through the incidence of identity in the context of globalization. (shrink)

Two modern achievements, the modern figure of the intellectual and the modern institution of the university, have been undergoing a radical crisis of identity. The decline of the philosophical project of modernity is turning out to be a painful process for modern culture: once again it has to reformulate the aims of its social institutions (the university) and the tasks of its cultural heroes (the intellectual). The traditional modern figure of the intellectual seems untenable in our increasingly postmodern cultural surrounding. (...) The modern institution of the university may face a similar fate in our increasingly globalized surrounding: either it is going to accept the rules of bureaucratic consumer-oriented corporations, or it will have to try once again to find a new regulative idea. Thus, the history of the university and the history of the intellectual in the 20<SUP>th century being parallel, the present volume consists of essays in the philosophy of culture (devoted to the intellectual) and in the philosophy of education (devoted to the modern university) and attempts to link the two modern themes together. (shrink)

Recognising the relevance of Iris Marion Young's work to education, this article poses the question: given Iris Young's commitment to both social justice and to recognition of the political and ethical significance of difference, to what extent does her position allow for transnational interventions in education to foster democracy? First, it explores some of Iris Young's arguments on the relationship between democracy and social justice, with particular reference to their implications for education. Second, I argue that if (...) her ideas are extended to the issue of global justice, the strategies which she offers should be extended, at least when it comes to educational intervention, to allow for a wider range of actions in support of global justice through education for democracy than Iris Young's work so far seems to allow. The wider range of strategies which I propose call on western feminists and their governments to do more to promote democracy and social justice globally. This can be done in ways that are consistent with Iris Young's stipulation that transnational interference is permissible if undertaken against dominative harm. (shrink)

Care theory is used to describe an approach to global ethics and moral education. After a brief introduction to care ethics, the theory is applied to global ethics. The paper concludes with a discussion of moral education for personal, political, and global domains.

This article describes and interprets the impact, particularly on women and children, of pressure by multilateral organizations on contemporary Brazilian early child care and education policies. Based on an analysis of macro data and documents, the author argues that this pressure is old, existing prior to the introduction of the concept of globalization into the vocabulary of the media and the social sciences. A first wave of pressure dates from the 1970s, during the cold war, and the second, beginning (...) in the 1990s, resulted from the Washington Consensus. The central argument and supporting data presented in this article show that the early child care and education models put forward by multilateral organizations both perpetuate and are sustained by gender inequality and intersecting relations of class, race, and age domination. (shrink)

Terrorism, ethnocentrism, religious tension, competition over limited resources, war - these are just a few of the problems and challenges that have emerged in today's global economy. Globalization both implies and requires economic interdependence; and this should bring with it a heightened sense of the interconnectedness of the participating societies. But unfortunately, as recent events indicate, rather than our having formed a global community, today's society is more fragmented than ever. In light of this, education faces some formidable new (...) challenges. How do we prepare future citizens for the world they will live in? How do we teach future generations to embrace the paradox of accepting the value of multiculturalism despite the conflicts it has produced? How do we instill religious tolerance in a time when fundamentalism has become inextricably tied with terrorism? How do we promote economic growth in the face of overpopulation and its depletion of resources? The authors of this collection of essays explore these and related challenges, and they suggest some novel ways of dealing with them. (shrink)