International Conference Interpreting Teams: Reflections ...
Interpreting International Education
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Transcript of Interpreting International Education
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,
Interpreting International Education
International Education in an Era of Globalisation:
What’s New?
John DanielAssistant Director-General for Education
UNESCO
The International Baccalaureate Organisation
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Globalization in Question
Paul Hirst and Grahame Thompson
Polity Press
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The globalisation of money, images
and products rather than the globalisation of
people
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The Phoenix Settlement
Mahatma Gandhi’s
‘Place of Peace’
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The Phoenix Settlement
Mahatma Gandhi’s
‘Place of Peace’
(put to the torch in intercommunal
violence in 1985)
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Comparing the prison experiences of
Mahatma Gandhi and
Nelson Mandela
in South Africa
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‘On all four occasions, Gandhi was arrested in his time and at his insistence. There were no midnight raids. The police did not swoop on him, there were no charges of conspiracy to overthrow the state, of promoting the activities of a banned organisation or instigating inter-race violence
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The state had not yet invented the vast repertoire of so-called security laws that we had to content with in our time. There was no Terrorism Act, no Communism Act, no Internal Security Act or detentions without trial. The control of the state was not as complete.
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‘Gandhi was arrested for deliberately breaching laws that were unjust because they discriminated against Indians and violated their dignity and their freedom. He was imprisoned because he refused to take out a registration certificate and instigated others to do likewise.
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‘When apartheid was still in its infancy, we too, like Gandhi, organised arrests in our own time through the Defiance of Unjust Laws Campaign, but by the end of the sixties, the violence of the state had reached such intensity that passive resistance appeared futile.
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We were literally pulled out of our beds and dragged into prison. Our Defiance, instead of bringing relief, provoked the Government into passing the so-called security laws in a bid to dam up all resistance.’
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The clash
of civilisations
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The
IBO
and
UNESCO
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EDUCATION
,
That since wars begin in the minds of men, it is in the
minds of men that the defences of peace must be
constructed.
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EDUCATION
,
That the … war …was made possible by the denial of the democratic principles
of the dignity, equality and mutual respect of men, and by the propagation, in their place, through ignorance and prejudice, of the doctrine of inequality
of men and races;
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EDUCATION
,
That the wide diffusion of culture, and the education of humanity for justice
and liberty and peace are indispensable to the dignity of man and constitute a sacred duty which all the nations must fulfil in a spirit of mutual assistance
and concern.
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EDUCATION
,
That a peace based exclusively upon the political and economic arrangements of governments would not be a peace that
would secure the unanimous, lasting and sincere support of the peoples of the
world, and the peace must therefore be founded, if it is not to fail, upon the intellectual and moral solidarity of
mankind.
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EDUCATION
“education for all” “the defences of peace”
,
For these reasons, the States Parties to this Constitution, believing in full and equal opportunities for education for all, in the
unrestricted pursuit of objective truth, and in the free exchange of ideas and knowledge, are agreed and determined to develop and increase the means of
communication between their peoples and to employ these means for the purposes of mutual
understanding and a truer and more perfect knowledge of each other’s lives.
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“a charter for
enlightened
globalisation”
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THREATS
“the clash of civilisations”
and
post-modern relativism
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If all cultures are equally valid, then why should the idea of a human right that developed in one culture
be applied within another?
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“We cannot save the world but we can
produce people who want to save the
world”
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Two goals of international education
A pragmatic goal:
INTERNATIONAL MOBILITY
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Two goals of international education
A pragmatic goal:
INTERNATIONAL MOBILITY
An idealistic goal:
PEOPLE EQUIPPED TO SAVE THE WORLD
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“GRADUATENESS”(How does doing a degree alter you?)
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“GRADUATENESS”(How does doing a degree alter you?)
Open University graduates:
‘It changed my life’
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“GRADUATENESS”(How does doing a degree alter you?)
Open University graduates:
agents for developmentand holders of the IB?
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DEVELOPMENTDEVELOPMENTAS AS
FREEDOMFREEDOM
Amartya Sen(OUP)
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DEVELOPMENT:DEVELOPMENT:
‘‘the removal of the various types the removal of the various types of unfreedoms that leave people of unfreedoms that leave people
with little choice and little with little choice and little opportunity of exercising their opportunity of exercising their
reasoned agency’reasoned agency’
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Expansion of freedom
- the primary purpose of development
- the principal means of development
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Freedom
a constitutive role
in development
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Freedom
a constitutive role
and
an instrumental role
in development
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EDUCATION
,
That the wide diffusion of culture, and the education of humanity for justice
and liberty and peace are indispensable to the dignity of man and constitute a sacred duty which all the nations must fulfil in a spirit of mutual assistance
and concern.
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EDUCATION
“education for all” “the defences of peace”
,
“th
e fr
ee e
xch
ange
of
idea
s an
d kn
owle
dge”
“ the u
nrestrict ed pu
rsui t of obj ect ive tru
t h”
“intellectual and moral solidarity” “mutual understanding”
THE BAD NEWS
~ 110m children – no school~ 110m children – early drop-out
~ 800m adult illiterates
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…the IB as a beacon of enlightened globalisation, a model for international
education and a vehicle for inspiring young people to
go out and change the world.
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,
Interpreting International Education
International Education in an Era of Globalisation:
What’s New?
John DanielAssistant Director-General for Education
UNESCO
The International Baccalaureate Organisation
![Page 39: Interpreting International Education](https://reader031.fdocuments.us/reader031/viewer/2022012922/5681346f550346895d9b53c5/html5/thumbnails/39.jpg)