Theorising Globalisation in Education

Abstract

Over the last 30 years, the notion of intercultural education has appeared in educational discourses worldwide. Globally, most research in the fi eld has focused on clarifying pertinent concepts, mapping cultural diversity, and developing appropriate curricula and educational strategies. However, the fl ourishing of neo-liberal discourses, along with accelerating devel-opments in information, technology and communication, has produced a shift from industrialised to information-based societies (Chinnammai 2005). The domination of a supra-economic, supra-national and supra-cultural model has altered socio-cultural structures while challenging con-cepts such as the national state, national identity and culture (Aravanis 2012). In such a context, social scientists and educators should move the locus of their analysis in researching intercultural education beyond the national level. To this end, they should examine the impact of globali-sation on intercultural educational policies developed by national states across the globe. The current debate on globalisation dates back to the early 1970s, when globalisation was defi ned as the economic, social and cultural integration of a global society into a 'global village'. Increased communication and interaction between people across the world has directly affected the struc-tures and functioning of both societies and states. Robertson (1992 : 6) defi nes globalisation as 'a concept which refers to the compression of the Over the last 30 years, the notion of intercultural education has appeared in educational discourses worldwide. Globally, most research in the fi eld has focused on clarifying pertinent concepts, mapping cultural diversity, and developing appropriate curricula and educational strategies. However, the fl ourishing of neo-liberal discourses, along with accelerating devel-opments in information, technology and communication, has produced a shift from industrialised to information-based societies (Chinnammai 2005). The domination of a supra-economic, supra-national and supra-cultural model has altered socio-cultural structures while challenging con-cepts such as the national state, national identity and culture (Aravanis 2012). In such a context, social scientists and educators should move the locus of their analysis in researching intercultural education beyond the national level. To this end, they should examine the impact of globali-sation on intercultural educational policies developed by national states across the globe. The current debate on globalisation dates back to the early 1970s, when globalisation was defi ned as the economic, social and cultural integration of a global society into a 'global village'. Increased communication and interaction between people across the world has directly affected the struc-tures and functioning of both societies and states. Robertson (1992 : 6) defi nes globalisation as 'a concept which refers to the compression of the Theorising Globalisation in Education