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Local Meanings, Global Schooling

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Overview

These case studies from five continents use ethnography and history to challenge the sweeping claims of sociology’s world culture theory (neo-institutionalism). They demonstrate how national ministries of education and local schools re-invent every reform. Yet the cases also show that teachers and local reformers operate “within and against” global models.

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Editorial Reviews

From the Publisher
"Anderson-Levitt has brought together a rich array of authors and case studies to show how globalizing trends and policies (such as standardized testing, or teacher autonomy) are appropriated and incorporated into the lived lives of schooling. The book is a model of scholarly engagement; it eschews polemic for a nuanced, yet critical interrogation of world culture theory's central postulates. The inclusion of an incisive final commentary by Francisco O. Ramirez, one of this theory's key proponents, attests to this engaged stance. One of the book's particular strengths is the inclusion of France, the United States, and Israel as case studies, rather than perpetuating the typical 'West and the rest' mentality of much work on globalization." —Bradley A. U. Levinson, Indiana University, author of We Are All Equal: Student Culture and Identity at a Mexican Secondary School and editor of Schooling the Symbolic Animal: Social and Cultural Dimensions of Education
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Product Details

  • ISBN-13: 9781403961631
  • Publisher: Palgrave Macmillan
  • Publication date: 5/1/2003
  • Edition description: REV
  • Pages: 272
  • Product dimensions: 5.50 (w) x 8.50 (h) x 0.61 (d)

Meet the Author

Kathryn Anderson-Levitt is Professor of Anthropology and Associate Dean, College of Arts, Sciences, and Letters, University of Michigan, Dearborn.

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Table of Contents

Introduction A World Culture of Schooling? by Kathryn M. Anderson-Levitt
Part I. Ministries and Schools Transform
• "Thai Wisdom" and gloCalization: Negotiating the Global and the Local in Thailand's National Education Reform by Susan Jungck with Boonreang Kajornsin
• Transformations in South African Education: Policies and Practices from Ministry to Classroom by Diane Brook Napier and John D. Napier
• Teaching by the Book in Guinea by Kathryn M. Anderson-Levitt and Boubacar Bayero Diallo
Part II. Teachers, Students and Parents Respond* Getting Beyond the "One Best System"? Developing Alternative Approaches to Instruction in the United States by Thomas Hatch and Meredith Honig* Resistance to the Communicative Method of Language Instruction Within a Progressive Chinese University by Huahua Ouyang
• World-cultural and Anthropological Interpretations of "Choice Programming" in Tanzanian Education by Amy Stambach
• The Politics of Identity and the Marketization of Schools: How Local Meanings Mediate Global Struggles by Lisa Rosen
Part III. Outside or Beyond a Global Culture * World Culture or Transnational Project? Competing Educational Projects in Brazil by Lesley Bartlett
• Europeanization and Education in France: Supranational Policies and Regional Identities by Deborah Reed-Danahay
• Transforming the Culture of Scientific Education in Israel by Kalanit Segal-Levit
Comment The Global Model and National Legacies by Francisco O. Ramirez

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