Hershock / Mason / Hawkins Changing Education

Leadership, Innovation and Development in a Globalizing Asia Pacific
2007
ISBN: 978-1-4020-6583-5
Verlag: Springer Netherland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 20, 350 Seiten, eBook

Reihe: CERC Studies in Comparative Education

This book responds to the growing unease of educators and n- educators alike about the inadequacy of most current educational systems and programs to sufficiently meet the demands of fast changing societies. These systems and programs evolved and were developed in and for societies that have long been transformed, and yet no parallel transformation has taken place in the education systems they spawned. In the last twenty years or so, other sectors of society – transportation, communication, banking, health services – have radically changed they way they operate, but education has continued essentially the same. There is no doubt: education must change. To those ready to accept this challenge, this book represents a welcome guide. To be sure, it is not a ‘how-to’ instruction manual, since the shape of change must be particular to the needs and situations of each setting, and societies are as varied as they are fast changing. Rather than provide specific directions, if provides a useful road map for the navigators of change, within which each can plot out their specific itineraries towards their goal. It illuminates the basic goal of education – the total and balanced development of individuals and, through them, societies – and depicts the main features, the imperatives, the demands, and the pitfalls of an ever more interdependent, globalized world in which this goal must be pursued. My work has exposed me to dozens of international conferences on various education themes, and several colleges of education worldwide.

Zielgruppe

Research

Autoren/Hrsg.

Hershock, Peter D.

Mason, Mark

Hawkins, John N.

Inhaltsverzeichnis

The Context and Imperatives for Paradigmatic Change in Education.- Introduction: Challenges in the Leadership of Innovation and Development in Education in a Globalizing Asia Pacific.- Globalization and Education: Characteristics, Dynamics, Implications.- Rethinking Educational Aims in an Era of Globalization.- Multiculturalism, Shared Values, and an Ethical Response to Globalization.- Education and Alleviating Poverty: Educating for Equity and Diversity.- Outcomes and Opportunities for Change: Education in a Renewing Asia.- The Intractable Dominant Educational Paradigm.- Globalization and Paradigm Change in Higher Education: The Experience of China.- Pulling Together amid Globalization: National Education in Singapore Schools.- Education in the Years to Come: What We Can Learn from Alternative Education.- Leadership in Changing the Way Education Changes.- Leadership in the Context of Complex Global Interdependence: Emerging Realities for Educational Innovation.- The Changing Role of Leadership (or A Changing Leadership for a Changing World).- Interconnections Within and Without: The Double Duty of Creative Educational Leadership.- Unraveling Leadership: ‘Relational Humility’ and the Search for Ignorance.

Leseproben

6 Globalization and Paradigm Change in Higher Education (p. 163-164)

The Experience of China

MA Wan-hua

In reviewing the many changes within Chinese higher education over the last 30 years, one cannot help but note the impact of the macro-level context in which they have occurred. At the end of the 1960s, China’s econo- my was seemingly headed toward bankruptcy, schools throughout the country had been closed for nearly four years, and the structures of social, political and cultural authority were in substantial disarray. China managed, however, to pull back from the verge of chaos, largely overcoming its internal ideological disputes by the end of the 1970s, the more specifically political turmoil of the late 1980s, and the Asian financial crisis during the late 1990s to establish a pattern of stable and remarkably rapid growth. (Since the 1990s, China’s economy has been growing at a rate of around 8% to 10% annually.) Importantly, this pattern of growth has been maintained apparently without social or political chaos. It has, moreover, been accompanied by social transitions that have helped to propel no less rapid educational change. In this chapter, China is discussed as an example of a large, rapidly growing transitional society in which higher education change is playing a central role in social transformation. While many of the changes are specific to China, there may well be lessons for other transitional societies seeking new educational forms and practices.

Kaifang and Economic Globalization

Marginson and Rhoades (2002) have coined the term "glonacal" to describe the dynamics of globalization in linking global, national and local forces and actors. By drawing attention to the vertical dimension of globalization processes, a glonacal perspective on policy change and reform in China invites construing such initiatives as inherently complex and multi-level phenomena. Yet, as stressed by Mason (2004) in his application of complexity theory to understanding this dynamic, complex educational change does not occur in a certain order – from the global to the national and then the local – but rather as a function of multi-directional influences that are dependent on specific historical and contextual factors, many of which may be unique to a given local, national or regional situation. In the case of Chinese higher education, it is helpful to combine Marginson and Rhoades’ (2002) concept of the glonacal as an analytical tool for bringing into focus the interrelationships among three levels of control with Mason’s appeal to complexity theory and its emphasis on the multi-dimensional dynamics of change.