Hershock / Mason / Hawkins Changing Education

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

E-Book, Englisch, Band 20, 350 Seiten

Reihe: CERC Studies in Comparative Education

Most current educational systems and programs are proving inadequate at meeting the demand of fast changing societies since they have hardly evolved and developed with the times. This book offers insights into the consequences of globalization for the leadership of educational change. Its focus is not on doing things better, but on doing better things; not on doing things right, but on doing the right things to prepare students for a fast changing, interdependent world.

Autoren/Hrsg.

Hershock, Peter D.

Mason, Mark

Hawkins, John N.

Inhaltsverzeichnis

1;Contents;7
2;List of Figures;9
3;Abbreviations;9
4;Foreword;11
5;Introduction;13
6;I The Context and Imperatives for Paradigmatic Change in Education;39
6.1;Globalization and Education;41
6.2;Rethinking Educational Aims in an Era of Globalization;75
6.3;Multiculturalism, Shared Values, and an Ethical Response to Globalization;105
6.4;Education and Alleviating Poverty;127
7;II Outcomes and Opportunities for Change: Education in a Renewing Asia;147
7.1;The Intractable Dominant Educational Paradigm;149
7.2;Globalization and Paradigm Change in Higher Education;175
7.3;Pulling Together amid Globalization;195
7.4;Education in the Years to Come;211
8;III Leadership in Changing the Way Education Changes;237
8.1;Leadership in the Context of Complex Global Interdependence;239
8.2;The Changing Role of Leadership;261
8.3;Interconnections Within and Without;285
8.4;Unraveling Leadership;309
8.5;Conclusion;335
9;Index;353

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.