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9617 Globalization and Educational Restructuring
Faculty of Education
The University of Western Ontario
Graduate Course Outline
Globalization and Educational Restructuring: The Dialectic of Global and Local, 9617
Day(Wednesdays), Time(4:30-:730), Room 2013
Instructor Name: Professor. Goli Rezai-Rashti
UWO E-mail; office phone number: [email protected]; 519-661-2111 ext 88659
Office location; office hours: Room 1083 – by appointment
Calendar Description:
This course examines the meaning of globalization and educational restructuring by focusing on the
changes in the education system of several Western nations. Testing and standardization of curriculum
and assessment, increasing control over teachers' work and the changes in managerial/administrative
structures are considered. Students will apply some of the theoretical and conceptual frameworks to
current issues in Ontario and Canada.
Detailed Description:
In the last two decades, educational systems in many Western industrial societies have gone
through substantive transformation. According to some scholars (Burbules & Torres, 2000),
these changes represent a re-articulation of the education system to an economic order that is no
longer organized largely locally but globally. The globalization of the economy has, to some
extent, reduced the capacity of individual nations to consider their own distinctive policy
options.
This course examines the meaning of globalization and educational restructuring by focusing on
the changes in the education system of several Western nations. There has been a deep dispute
surrounding the historical and cultural origins of globalization. Little consensus exists with
respect to the definition of globalization and its implications for educational policy changes. The
course will engage students to a more complex understanding of globalization as has been
advanced by Ball (1998) and Rizvi (2004).
Aims, Goals, Objectives, Outcomes:
The course will address some of the theoretical issues that have been raised by both the
supporters of globalization which associate it with progress, prosperity and peace and those who
9617 Globalization and Educational Restructuring
oppose it on the basis of increased deprivation, disaster and doom. By focusing on some of the
policy changes at the global scale, the course will examine some aspects of these changes,
including testing and standardization of the curriculum and assessment procedures, increasing
control over teachers’ work and the changes in the managerial/administrative structures.
Topic Outline: Topical/Module Outline, including names and dates of guest
speakers (if applicable):
The course addresses the following topics:
Defining and understanding globalization
What is neoliberalism?
Marketization of education, school choice
Curriculum reform in the context of restructuring
Concept of accountability and policy as numbers
Standardization, testing regime, OECD and PISA
Teachers and increasing control over teachers’ work
Globalization, equity, social justice education, and achievement gap
Required Readings/Course Content Textbooks: These books are on reserve in the library. Rizvi, F & Lingard, B. (2010). Globalizing education policy. London & New York: Routledge. This text will be available from the UWO Bookstore. Recommended: Stromquist, N. 2002. Education in a globalized world. This book will be on reserve in the education library. A selection of other articles and book chapters will be posted online and participants will be able to access it.
Session 1: January 9- Globalization and educational restructuring: What is
globalization? Why educational restructuring? (Onsite)
Introduction to central issues covered in the course. Review of course assignments and
requirements. Discussion of organization of the course and the selection of weekly
presenters.
Readings:
1. Stromquist, N. (2002). Theorizing globalization (Chapter 1 ), Pp.1-18.
2. Rizvi, F & Lingard, B. (2010). Globalizing educational policy. Chapter 2, Perspectives
on globalization. pp.22-43.
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3. Singh, M, Kenway, J & Apple, M. (2005).Chapter 1, Globalizing education:
Perspectives from above and below. Chapter 1, pp. 1-29.
Session 2: January 16- Neoliberalism and the global Policy field (Onsite)
Readings:
1. Hall, S. (2012). The neoliberal revolution: Thatcher, Blair, Cameron- the long march of
neoliberalism continues. Soundings. 9-27.
2. Ball, S. (2012). Chapter 1, Networks, neo-liberalism and policy mobilities. In Ball, S. Global
education INC. New policy networks and neo-liberal imaginary. 1-16.
Session 3: January 23- Market, Choice and Education as business (Onsite)
Readings:
1. Dehli, K. (1996). Travelling tales: education reform and parental “choice” in
postmodern times, 75-88
2. Ball, S. (2012). Chapter 6 &7- Education as big business. In Global education INC.
New policy networks and the neoliberal imaginary. 116-145.
Session 4: January 30- Market, Choice and Educational Reform (Online)
Readings:
1. Apple, M. (2000). Racing toward educational reform: The politics of market and
standards. In Ram Mahalingam and C. McCarthy, 84-107.
2. Griffith, A. (2001). Texts, Tyranny, and transformation: Educational restructuring in
Ontario. In Portelli and Solomon, 83-98.
3. Ball, S.J. (2009) “Privatizing education, privatizing education policy, privatizing
educational research: network governance and the ‘competition state”, Journal of
Education Policy, 24 (1), pp. 83-100.
Session 5: February 6-Nature of Teaching and Teachers’ Work (Onsite)
Readings:
1. Easthope, C. & G. Easthope. (2000). Intensification, extension and complexity
of teachers’ workload. British Journal of Sociology of Education, 43-58.
2. Rezai-Rashti, G. (2009). The assault of neo-liberalism on education reform,
restructuring and teaching in Ontario secondary schools. In C. Levine-Rasky (Ed).
Canadian perspectives on the sociology of education (pp. 307-321). Toronto: Oxford
University Press.
9617 Globalization and Educational Restructuring
Session 6: February 13- Standardized testing and neoliberal accountability
(Onsite)
Readings:
1. Au, W. (2009). Unequal by design: High-Stakes testing and the standardization of
inequality. Chapter 6, pp. 137-145.
2. Stobart, G. (2008). Chapter 1, Assessing assessment. In Testing times: the uses and
abuses of assessment. New York: Routledge. 13-29.
3. Lingard, R. (2010). Policy borrowing, policy learning,testing times in Australian
education. Critical Studies in Education. 51(2). Pp.129-147.
Session 7: February 20- Evidence-based research and equity education
(Online)
Readings:
1. Luke, et al. (2010). Introduction: What counts as evidence and equity? Review of
Research in Education, March 2010, Vol, 34, pp. vii-xvi
2. McNeil, L. (2000). Standardization, defensive teaching, and the problems of control,
3-17.
3. Power, M. (2012). Extended review – Green, J. Education, Professionalism and the
quest for accountability: hitting the target but missing the point. British Journal of
Sociology of Education, 33(4). 621-628.
Session 8: February 27-Globalization, Equity and Social Justice (Onsite)
Readings:
1. Rizvi, F & B. Lingard. (2010). Globalizing educational policy. Chapter 7. pp.140-
160.
2. Martino, W & Rezai-Rashti, G. (2010). Neoliberal accountabilities and the politics of
boys’ underachievement: Steering policy by numbers in the Ontario. International
Journal of Inclusive Education. 16(4). 423-440. Available online.
3. Rezai-Rashti, G. (2003). Educational policy reform and its impact on equity work in
Ontario: Global challenges and local possibilities. Educational Policy Analysis
Archives, 11(51), 1-17.
Session 9: March 6- Educational Reform in Canada (Onsite)
Readings:
1. Gaskell, J & Levin, B. (2012). Chapters 6 & 7. Chapter 6. Teaching and learning in
urban schools- Chapter 7, conclusions. In making a difference in urban schools:
Ideas, politics and pedagogy. 140-199.
9617 Globalization and Educational Restructuring
Session 10: March 13- Imagining other Globalization (Onsite)
1. Hursh, D & Henderson, J. (2011). Contesting global neoliberalism and creating
alternative futures. Discourse: Studies in the Cultural Politics of Education. 32(2). Pp.
171-185.
2. Stromquist, N. Agency and resistance in the globalization era. Chapter 8. Pp.157-175.
Session 11: March 27- Presentations (Onsite) All students are expected to present an outline of their final papers.
Session 12: April 3- Presentations (Onsite) All students are expected to present an outline of their final papers. To be scheduled.
Course Wrap-up and Course Evaluation
Assignments and Other Course Requirements (including assignment guidelines):
Course Requirements and Evaluation
1. Weekly Response, 30% of the final mark, to be submitted every week.
2. Participation in class discussion, 10% of the final mark.
3. In–class Presentation, 20% of the final mark. To be scheduled during the first session.
4. Research Paper, 40% of final mark, due on April 3, 2013.
1. Weekly Response: (Off site responses only- Seven responses) (30%)
Participants will complete a two-page response paper. The response paper will consist of an
initial response to the reading. You will post your response and other students will be able to
read and write further comments in response to your reflections if they so wish.
Questions to guide your weekly responses:
1. Thesis: Summarize the author’s thesis. What is the author’s main argument or point?
2. Assumptions: What is the author’s main set of assumptions about what counts as
‘Globalization’ or ‘Neoliberaliam’ operating implicitly or explicitly in the text?
3. Ideological Perspective: Often the author’s ideological perspective can be gleaned from
his/her assumptions in light of the evidence and methods. What is the author’s ideological
perspective (conservative, liberal, radical or a mix)?
4. Evidence/Methods: What type(s) of evidence does the author present? Does the evidence
support the author’s conclusions? What methods do they use to support their arguments?
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5. Implications and conclusions: Summarize the author’s conclusions and the significance
of the work. What significance does the reading have for understanding globalization?
6. Comment/Reaction: What was your reaction to the reading? Were there themes with
which you agreed or disagreed? Were there points or concepts you did not understand?
2. Contributions to on-going online and onsite discussions (10%)
Students are expected to periodically respond to the responses of their peers and instructors. This
grade will reflect the thoughtfulness and relevance of students’ contributions to the course.
3. In-class Presentation (20%)
Each student will be required to facilitate a class discussion for one of the on-site sessions (two
or three students per session). This may involve designing an activity for assisting the group to
engage with the issues or questions in response to the readings for that week. The aim is to
facilitate engagement with the readings. A one page outline or plan for this session must be
submitted to the course instructor one week in advance.
Criteria
Outlines aims/objectives/purpose
Uses an activity or resource to stimulate engagement with the readings and to pose
critical questions for the class
Facilitates discussion of key themes, ideas, questions raised by the set readings.
4. Research Paper (40%)
The research paper should explore an area of concern or interest related to issues of globalization
and educational restructuring. This paper should aim to be 10-15 pages, typed and appropriately
referenced. Students should discuss their topics with the professor, and, no later than the third
week of classes, give the instructor a brief, not more than 1 page outline of their paper proposal.
Evaluation criteria:
1. Easy to read (well organized, concise, proofread for grammar, spelling, punctuation
errors);
2. Demonstrate an understanding of the relevant literature (must include readings from the
course);
3. Discusses aspects of the social contexts related to globalization and educational
restructuring;
4. Uses concepts, arguments, and examples learned in class discussion, readings, etc.
5. Includes your insights and conclusions.
9617 Globalization and Educational Restructuring
Additional References/Recommended Readings:
Apple, M, Kenway, J & Singh, M. (2002). (eds). Globalizing education: Policies, pedagogies, &
Politics. New York: Peter Lang.
Au, W. (2009). Unequal by design: High-stakes testing and the standardization of inequality
New York: Routledge..
Ball, S. (1998). Big policies/Small world: an introduction to international perspectives in
education policy. Comparative Education, 34(2), 119-130.
Ball, S.J. (2010) “New Class Inequalities in Education: why education policy maybe looking in
the wrong place! Education Policy, Civil Society and Social Class”, International Journal of
Sociology and Social Policy, 30 (3/4), pp. 155-166.
Ball, S.J. (2010) “New Voices, New Knowledges and the New Politics of Educational Research:
the gathering of a perfect storm”, European Educational Research Journal, 9 (3), pp. 124-137.
Ball, S. (2010) 'New Class Inequalities in Education: why education policy maybe looking in the
wrong place! Education Policy, Civil Society and Social Class', International Journal of
Sociology and Social Policy 30 (3/4), 155-166.
Ball, S. J. (1994). Education Reform: A Critical and Post-Structural Approach. Buckingham;
Philadelphia, Open University Press.
Benhabib, S. (2002). Unholy wars. Reclaiming democratic virtues after September 11, In
Calhoun, C , Price, P & A. Timmer (eds), Understanding September 11.New York: the New
York Press, 241-253.
Bowe, R., & S. J. Ball et al. (1992). Reforming Education and Changing Schools: Case Studies
in Policy Sociology. London; New York, Routledge.
Burbules, N. & Torres, C. A. (Eds.). (2000). Globalization and Education: Critical Perspectives.
New York: Routledge.
Carlson, D. (1992). Teachers and Crisis: Urban School Reform and Teachers’ Work Culture.
New York: Routledge.
Carnoy, M., Castells, M., Cohen, S., Cardoso, F. (1993). The new global economy in the
information age: Reflections on our changing world. University Park, Pennsylvania: The
Pennsylvania State University Press.
Caper, C. A., & Jamison, M. T. (1993). Outcomes-based education re-examined: From structural
functionalism to post-structuralism. Educational Policy, 7(4), 427-446.
9617 Globalization and Educational Restructuring
Clyne, F & Rizvi, F. (1998). Outcomes of student exchange, In Outcomes of International
Education: Research Findings, (A set of commissioned research papers at the 12th
Australian
International Education Conference Canberra, Davis, D & Olsen, A (eds), IDP Education
Australia.
Cushner, K & Mahon, J. (2002). Overseas student teaching: Affecting personal, professional, and
global competencies in an age of globalization. Journal of Studies in International Education.
6(1). Pp. 44-58.
Du Gay, P. (2000). Representing ‘Globalization’: Notes on the Discursive Orderings of
Economic Life. In P. Gilroy; L. Grossberg & A. McRobbie (Eds.). Without Guarantees: In
Honour of Stuart Hall. London; New York, Verso.
During, S. (2000). Postcolonialism and globalization: Towards a historicization of their
interrelations, Cultural Studies, 14(3).
Falk, R. (1993). The making of global citizenship. In Brecher, J. et al (eds), Global visions:
Beyond the new world order. Montreal: Black Rose Books.
Giddens, A. (1990). Consequences of modernity. Palo Alto: Stanford University Press.
Hargreaves, A. & Goodson, I. (2006). Educational change over time? The sustainability and
nonsustainability of three decades of secondary school change and continuity. Educational
Administration Quarterly, 42(1), 3-41.
Haung, A. (2008). Cosmopolitanism and its discontents: The dialectic between the global and the
local in Lao She’s fiction. Modern Language Quarterly 69(1). Pp.97-118.
Hursh, D. (2008). High-stakes testing and the decline of teaching and learning: The real crisis in
education. Rowman & Littlefield Publishers, INC.
Ladson-Billings, G. (2002). Looking through the veil: The post 9-11 responses from the margins.
Teachers College Record (available at: www.tcrecord.org).
Lipman, P. (2011). The new political economy of urban education. New York: Routledge.
Lipman, P. (2004). High stakes education: Inequality, globalization, and urban school reform.
New York: Routledge.
McNeil, L. M. (2000). Contradictions of School Reform: Educational Costs of Standardized
Testing. New York; London, Routledge.
Mundy, K. (2007). Global governance, educational change. Comparative Education. 43(3). Pp.
339-357.
9617 Globalization and Educational Restructuring
Jameson, F. (1998). Notes on globalization as a philosophical issue, In Jameson & Masao
Miyoshi (eds), The cultures of globalization, Durham, N.C.: Duke University Press.
Portelli, J. P., & Solomon, R. P. (2001). The erosion of democracy in education: From critique to
possibilities. Calgary: Detselig.
Reynolds, C & Griffith, A.(eds) (2002). Equity and globalization in education, Calgary: Detselig
Interprises Ltd.
Rezai-Rashti, G. (2003). Educational restructuring and teachers’ work in Ontario: Regulation,
intensification and the limits of professional autonomy. International Journal of Learning,
Volume 10, 1267-1280.
Rezai-Rashti, G. (2003). Educational policy reform and its impact on equity work in Ontario:
Global challenges and local possibilities. Educational Policy Analysis Archives, 11(51), 1-17.
Rezai-Rashti, G. (2009). The assault of neo-liberalism on education reform, restructuring and
teaching in Ontario secondary schools. In C. Levine-Rasky (Ed). Canadian perspectives on the
sociology of education (pp. 307-321). Toronto: Oxford University Press.
Rizvi, F & Lingard, R. (2010). Globalizing educational policy. New York: Routledge.
Rizvi, F. (2005). Postcolonial perspectives on globalization and education. AERA 2005
postcolonial SIG AGM Invited Talk. Montreal, Canada.
Rizvi, F. (2004). Debating globalization and education after September 11. Comparative
Education, 40(2), 157-171.
Robertson, R. (1992). Globalization: Social theory and global culture, London: Sage.
Roman, L. (2004). States of insecurity: Cold war memory, ‘Global Citizenship’ and its
discontents. Discourse: Studies in the Cultural Politics of Education. 25(2): 231-259.
Sassen, S. (1991). The global city. New York, London & Tokyo: Princeton University Press.
Shaker, E. (1998). Marketing to captive students: Corporate curriculum in Ontario. Our Schools-
Our Selves, 9(1), 17-25.
Smith, M. P. (2001). Transnational urbanism: Locating globalization, Oxford: Blackwel
Publishers.
Stromquist, N. (2002). Education in a globalized world: The connectivity of power, technology
and knowledge, New York: Rowman & Littlefield.
Spring, J. (1998). Education and the Rise of the Global Economy. State University of New York
at New Paltz.
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Steiner-Khamsi, G. (Ed) (2004). The global politics of educational borrowing and lending. New
York & London: Teachers College Press.
Taylor, S., Rizvi, F., Lingard, B., & Henry, M. (Eds.). (1997). Educational Policy and the
Politics of Change. London; New York, Routledge.
Tikly, L. (2001). Globalization and education in the postcolonial world: Towards a
conceptual framework. Comparative Education, 37(2), 151-171.
Vertese, C. (1999). Students as agents of change. In Bonds, S & Lemasson, J, P (eds), A new
world of knowledge: Canadian universities and Globalization. Ottawa-based International
Development Research Centre (IDRC).
Vidovich, L. (2004). Global-national-local dynamics in policy processes: a case of ‘quality’
policy in higher education. British Journal of Sociology of Education, 25(3). Pp. 341-354.
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