Educating and Leading for World Citizenship

Through Technocratic Homogenisation or Communicative Diversity?

Authors

  • Lejf Moos Aarhus University, DPU

DOI:

https://doi.org/10.7577/njcie.2758

Keywords:

democratic Bildung, world citizenship, globalisation

Abstract

Two perspectives on local and global societies, and therefore also on education, are explored and discussed in this paper. On one hand, society as a civilisation is producing an outcome-based discourse with a focus on marketplaces, governance, bureaucracies and accountability. On the other hand, society focuses on cul-ture through arts, language, history, relations and communication, producing a democratic Bildung dis-course. At a global level, I see those discourses shaping discourses of world citizenship and of global mar-ketplace logics with technocratic homogenisation. Those trends and tendencies are found through social analytic strategies in these categories: context of discourses, visions, themes, processes, and leadership.

Downloads

Download data is not yet available.

Author Biography

Lejf Moos, Aarhus University, DPU

Department of educational sociology

References

Ball, S. J. (2004). Education For Sale! The Commodification of Everything? King's Annual Education Lecture. University of London, Institute of Education.

Ball, S. J. (2012). Global Education INC. New Policy Networks and The Neo-Liberal Imaginary. New York: Routledge.

Ball, S. J. (2015, 9 September). Following Policy: Networks and the Transition from government to governance. Paper presented at the ECER, European Conference on Educational Research, Budapest.

Beane, J. A., & Apple, M. W. (1999). The Case for democratic schools. In M. W. Apple, & J. A. Beane (Eds.), Democratic Schools, Lessons from Chalk Face. Buckingham: Open University Press.

Beck, U. (1986). Risikosamfundet. København: Hans Reitzels Forlag.

Beck, U. (2008). Weltrisikogesellschaft. Auf der Suche nach der verlorenen Sicherheit. Frankfurt am Main: Suhrkamp.

Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, research and critique. Lanham: Rowman and Littlefield.

Biesta, G. (2003). Demokrati - ett problem för utbildning eller ett uttbildningsproblem? [Democracy - a problem for education or an educational problem?]. Utbildning & Democracy, 12(1), 59–80.

Biesta, G. J. J. (2009). Good Education in an Age of Measurement. Boulder, CO: Paradigm Publishers.

Blossing, U., Imsen, G., & Moos, L. (Eds.). (2013). The Nordic Education Model: 'A School for All' encounters Neo-Liberal Policy. Dordrecht: Springer.

Brinkmann, S. (2011). Håndens epistemologi: Dewey som uren pædagog [The Epistemology of the hand: Dewey as an impure pedagouge]. In T. A. Rømer, L. Tanggaard, & S. Brinkmann (Eds.), Uren pædagogik. Aarhus: Klim.

Coburn, C. E. (2004). Beyond decoupling: Rethinking the relationship between the institutional environment and the classroom. Sociology of Education, 77, 211–244. https://doi.org/10.1177/003804070407700302

Dean, M. (1999). Governmentality: power and rule in modern society. London: Sage.

Dewey, J. (1916/2005). Democracy in Education. New York: Macmillan.

Dewey, J. (1929/1960). The Quest for Certainty. New York: Capricorn Books.

Fedotova, O. (2014). Modern Education in the Framework of Affirmative and Non-affirmative Approaches. Procedia - Sociual and Behavioural Science, 2015(180), 55-60.

Foucault, M. (1972). The Archeology of Knowledge. London: Tavistock.

Foucault, M. (1983). The subject and power. In H. L. D. P. Rainbow (Ed.), Michel Foucault: Beyond Structuralism and Hermeneutics (pp. 208–226). Cambridge, MA: MIT Press.

Gunter, H. M., & Mills, C. (2017). Consultants and Consultancy: the Case of Education. Dordrecht: Springer. https://doi.org/10.1007/978-3-319-48879-0

Habermas, J. (1996). Between Facts and Norms: Contributions to a Discourse Theory. London: Polity.

Hammershøj, L. G. (2017). Dannelse i uddannelsessystemet [General education in the education system]. København: Hans Reitzels Forlag.

Hellesnes, J. (1976). Socialisering og teknokrati. København: Gyldendal.

Henry, M., Lindgard, B., Rizvi, F., & Raylor, S. (2001). The OECD, Globalisation and Education Policy. Amsterdam: Pergamon.

Hood, C. (1991). A public management for all seasons. Public Administration, 69(Spring), 3–19. https://doi.org/10.1111/j.1467-9299.1991.tb00779.x

Hopman, S. T. (2008). No child, no school, no state left behind: schooling in the age of accountability. Journal of Curriculum Studies, 40(4), 417–456. https://doi.org/10.1080/00220270801989818

Kemp, P. (2003). The Citizen of the World as a Figure in a Critical Vision. Nordisk Pedagogik, 24(1), 11–18.

Kemp, P. (2011). Citizen of the World. The Cosmopolitan Ideal for the Twenty-First Century. New York: Humanity Books.

Klafki, W. (1983). Kategorial dannelse og kritisk-konstruktiv pædagogik. Udvalgte artikler [Categorial education and critical-constructive education]. København: Nyt Nordisk Forlag.

Klafki, W. (2001). Dannelsesteori og didaktik - nye studier [Neue Studien zur Bildungstheorie und Didaktik, 1996][New Studies on Bildungs-theory and Didactics]. Århus: Klim.

Lange, B., & Alexiadou, N. (2007). New Forms of European Governance in the Education Sector? A Preliminary Analysis of the Open Method of Coordination. European Educational Research Journal, 6(4), 321–335. https://doi.org/10.2304/eerj.2007.6.4.321

Lawn, M., & Grek, S. (2012). Europeanizing Education - governing a new policy space. Oxford: Symposium. https://doi.org/10.15730/books.78

Lecarte, J. (2017) Parliament, European E.: Fact Sheet on the European Union. Retrieved from http://www.europarl.europa.eu/atyourservice/en/displayFtu.html?ftuId=FTU_3.1.1.html

Louis, K. S. (2003). Democratic Schools, Democratic Communities. Leadership and Policy in Schools, 2(2), 93–108. https://doi.org/10.1076/lpos.2.2.93.15544

Moos, L. (2006a). Fra politiske demokratidiskurser mod markedsorienterede effektivitetsdiskurser [From political discourses of democracy towards market oriented efficiency discourses]. Nordisk Pedagogik, 26(4), 322–332.

Moos, L. (2006b). Leadership for Learning: Reflection on democratic purposes Leading & Managing, 12(2), 64–72.

Moos, L. (2007). Leadership for Learning: Reflection on democratic purposes. Leading & Managing, 12(2), 64–72.

Moos, L. (2008). School leadership for 'Democratic Bildung': fundamentalist beliefs or critical reflection? School Leadership and Management, 28(3), 229–246. https://doi.org/10.1080/13632430802145829

Moos, L. (2011a). Sustaining Leadership through self-renewing communication. In L. Moos, O. Johansson, & C. Day (Eds.), How School Principals Sustain Success over Time (pp. 127–150). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-1335-2_8

Moos, L. (2011b). Transnational and Local Conditions and Expectations on School Leaders. In T. Townsend, & J. MacBeath (Eds.), International Handbook on Leadership for Learning. Dordrecht: Springer. https://doi.org/10.1007/978-94-007-1350-5_5

Moos, L. (Ed.) (2013). Transnational influences on values and practices in Nordic educational leadership - is there a Nordic model? Dordrecht: Springer. https://doi.org/10.1007/978-94-007-6226-8

Moos, L. (2016). Pædagogisk ledelse i en læringsmålstyret skole? København: Hans Reitzels Forlag.

Moos, L. (2017a). Neo-liberal Governance leads Education and Educational Leadership astray. In M. Uljens, & R. Ylimaki (Eds.), Beyond Leadership, Curriculum and Didaktik. Dordrecht: Springer. https://doi.org/10.1007/978-3-319-58650-2_2

Moos, L. (Ed.) (2017b). Dannelse. Kontekster, visioner, temaer og processer [Democratic Bildung]. Copenhagen: Hans Reitzels Forlag.

Moos, L., & Krejsler, J. (2006). Dominerende diskurser i talen om professioner [Dominant discourses in the talk about professions]. Nordisk Pedagogik, 26(3), 281–287.

Moos, L., Nihlfors, E., & Paulsen, J. M. (2016a). Directions for our investigation of the chain of governance and the agents. In L. Moos, E. Nihlfors, & J. M. Paulsen (Eds.), Nordic Superintendents: Agent in a broken chain (Vol. 2). Dordrecht: Springer. https://doi.org/10.1007/978-3-319-25106-6_1

Moos, L., Nihlfors, E., & Paulsen, J. M. (2016b). Tendencies and Trends. In L. Moos, E. Nihlfors, & J. M. Paulsen (Eds.), Nordic Superintendents: Agents in a Broken Chain. Dordrecht: Springer. https://doi.org/10.1007/978-3-319-25106-6_11

Moos, L., & Wubbels, T. (2018). General Education: Homogenised Education for the Globalized World? Zitschrift für Erziehungswissenshaft, 21(2), 241–258. https://doi.org/10.1007/s11618-018-0809-z

Normand, R. (2016). The Changing Epistemic Governance of European Education. Dordrecht: Springer. https://doi.org/10.1007/978-3-319-31776-2

Nóvoa, A. (2013). Numbers Do Not Replace Thinking. European Educational Research Journal, 12(1), 139–148. https://doi.org/10.2304/eerj.2013.12.1.139

OECD. (1995). Governance in Transition. Public management Reforms in OECD Countries. Retrieved from https://books.google.dk/books/about/Governance_in_Transition.html?id=TACcD2r0wDYC&redir_esc=y

OECD. (1998). Education Catalogue. Paris: OECD.

OECD. (2017). PISA, Programme for International Student Assessment. Retrieved from http://www.oecd.org/pisa/test/.

Pedersen, O. K. (2011). Konkurrencestaten. København: Hans Reitzels Forlag.

Pitman, A. (2008). Capacity-Building in South-East Asian Universities: International Challenges. Paper presented at the Korean Education Research Association, Seoul.

Pont, B., Nusche, D., & Moorman, H. (2008). Improving School Leadership. Policy and Practice. Paris: OECD, http://www.oecd.org/edu/school/44374889.pdf.

Regeringen. (2013). Lov 409 om forlængelse og fornyelse af kollektive overenskomster og aftaler for visse grupper af ansatte på det offentlige område [Act 409 on prolongation and renewal of collective agreements for some groups of employes in the public area]. 26/04/2013.

Rømer, T. A., Tanggaard, L., & Brinkmann, S. (Eds.). (2011). Uren pædagogik. Aarhus: Klim.

Schuller, T. (2006). Reviewing OECD's Educational research Reviews. European Educational Research Journal, 5(1), 57–61. https://doi.org/10.2304/eerj.2006.5.1.57

Spillane, J. P., & Orlina, E. C. (2005). Investigating Leadership Practice: Exploring the Entailments of Taking a Distributed Perspective. Paper presented at the AERA, Montreal.

Uljens, M., & Ylimaki, R. (2015). Towards a discursive and non-affirmative framework for curriculum studies, Didaktik and educational leadership. NordSTEP, 1, 30–43. https://doi.org/10.3402/nstep.v1.30177

Undervisningsministeriet. (2014). Kom godt i gang med arbejdet med læringsmål [Get startet with learning aims]. Download: September 2018, https://www.emu.dk/modul/kom-godt-i-gang-med-arbejdet-med-læringsmål

Undervisningsministeriet. (2015a). Bekendtgørelse om formål, kompetencemål og færdigheds- og vidensmål for folkeskolens fag og emner (Fælles Mål) [Consolidation Act on purpose, competence aims and skills- and knowledge aims for subjects and themes of the Folkeskole]. BEK nr 663 af 18/05/2015.

Undervisningsministeriet. (2015b). Ledelse af den nye folkeskole. Syv ledelsesfelter til skoleledelser og forvaltninger [Leadership in the new School. Seven fields of school leadership and municipal administration]. København: Undervisningssministeriet.

Undervisningsministeriet. (2016). Relationsmodellen, undervisning med læringsmål [The model of relations, teaching with learning standards}. Retrieved from https://www.emu.dk/file/relationsmodellen.

Verger, A., Lubienski, C., & Steiner-Khamsi, G. (2016). The Emergence and Structuring of the Global Education Industry. In A. Verger, C. Lubienski, & G. Steiner-Khamsi (Eds.), World Year Book of Education. London: Routledge.

Walsh, J. A., & Ungson, G. A. (1991). Organizational memory. Academy of Management Review, 16(1), 57–91. https://doi.org/10.5465/amr.1991.4278992

Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21(1), pp. 1–19. https://doi.org/10.2307/2391875

Weick, K. E. (1988). Enacted Sensemaking in Crisis Situations. Journal of Management Studies, 25(4), 305–317. https://doi.org/10.1111/j.1467-6486.1988.tb00039.x

Weick, K. E. (1995). Sensemaking in Organizations. Thousands Oaks: Sage.

Weick, K. E., Sutcliffe, K. M., & Obstfeld, D. (2005). Organizing and the Process of Sensemaking. Organization Science, 16(4), 409–421. https://doi.org/10.1287/orsc.1050.0133

Wenger, E. (1999). Communities of Practice. Learning, Meaning and Identity. Cambridge: Cambridge University Press.

Wilkoszewski, H., & Sundby, E. (2014). Steering from the centre: New Modes of Governance in Multi-level Education Systems. OECD Education Working Papers, No. 109, OECD Publishing, Paris.

Williamson, B. (2016). Digital methodologies of education governance: Pearson plc and the remediation of methods. European Educational Research Journal, 15(1), 34–53. https://doi.org/10.1177/1474904115612485

Woods, P. A. (2004). Democratic leadership: drawing distinctions with distributed leadership. International Journal of Leadership in Education, 7(1), 3–26. https://doi.org/10.1080/1360312032000154522

WTO. (2017). Education Services. Retrieved from https://www.wto.org/english/tratop_e/serv_e/education_e/education_e.htm

Published

2018-11-07

How to Cite

Moos, L. (2018). Educating and Leading for World Citizenship: Through Technocratic Homogenisation or Communicative Diversity?. Nordic Journal of Comparative and International Education (NJCIE), 2(2-3), 7–24. https://doi.org/10.7577/njcie.2758