Pedagogies of Globalization: The Rise of the Educational Security State

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In this ground-breaking book, Joel Spring examines globalization and its worldwide effects on education. A central thesis is that industrial consumerism is the dominant paradigm in the integration of education and economic planning in modern economic security states.

In the 21st century, national school systems have similar grades and promotion plans, instructional methods, curriculum organization, and linkages between secondary and higher education. Although there are local variations, the most striking feature is the sameness of educational systems. How did this happen? How was education globalized? Spring explains and analyzes this phenomenon and its consequences for human life and the future improvement of social and economic organizations. Central themes include: The elements of the educational security state and the industrial-consumer paradigm in relationship to classical forms of education such as Confucianism, Islam, and Christianity, and their concerns with creating a just and ethical society, The role of the "other" in the globalization of educational structures as international military and economic rivalries spark competition between educational systems, The transition from the Confucian village school to Western forms of education as exemplified in the lives of Ho Chi Minh and Mao Zedong, The effect of the cultural and economic rivalry between the Soviet Union and the United States and its impact on schooling in both countries, The rise of the educational security state in China, the Soviet Union, and the United States as these countries focus their educational efforts on military and economic development, The evolution of progressive education as it appeared inrevolutionary movements in South America, Cuba, Nicaragua, and El Salvador, The transition from traditional to Westernized forms of Islamic education against the background of European imperialism, Arab nationalism, and wars of liberation, and the uneasy tension between Western educational ideals and Islamic religious values, Socialist education in the Democratic People's Republic of Korea, Current developments in educational security states such as China, Japan, the United States, the new Russia, and the European Union, The consequences of English as the global language and the global spread of the industrial-consumer paradigm.

Readership for this book includes scholars and students in comparative, international, and multicultural education; educational policy and politics; historical, social, and philosophical foundations of education; and curriculum studies. It is a particularly timely, informative, and engaging text for courses in all of these areas.

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Editorial Reviews

From the Publisher
"In this critique and call to arms, Spring (Queens College, City Univ. of New York) contrasts schools in an ‘educational security state’ with ‘progressive education, [concluding] that the industrial-consumer paradigm for schooling has triumphed over education that searches for human happiness, is environmentally sensitive, empowers people as actors in the reconstruction of society, and uses the traditional knowledge of indigenous people….Recommended." – CHOICE, September 2006, Vol. 44, No. 01

"... it is a 'good read,' like a mystery novel that makes you want to jump to the last chapter to see where the author is leading... we are grateful to Joel Spring for writing it." - Sherry McCarthy & Glenn Hookstra, PsycCRITIQUES

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Product Details

Table of Contents

Preface     ix
The Globalization of Schooling and Pedagogy: The Bolshevik Revolution, John Dewey and Progressive Education, and China     1
Educational Traditions     2
The Educational Security State and the Industrial-Consumer Paradigm     3
The Educational Security State: Religion and Militarism     5
The Globalization of School Organization and Pedagogy     6
The "Other" and the Educational Security State     7
Prelude to the Educational Cold War: The Union of Soviet Socialist Republics and the United States of America     8
The Global Flow of Progressive Education     10
The Stalinization of Soviet Education     14
The Impact of the Soviet Union on U.S. Education     17
Confucianism and the "Other" in Chinese, Vietnamese, and Japanese Education     20
Conclusion     26
The Education of Revolutionaries: Ho Chi Minh and Mao Zedong     28
The Education of Ho Chi Minh and Mao Zedong     29
Race, Class, and Gender: The Civil Rights Movement in the United States, Third World Liberation Movements, and Women's Rights     36
Night Schools and the Communist Universities of the Peoples (Toilers) of the East and China     41
Japan as the "Other"     44
Conclusion: The Global Transfer of Education     49
Schooling and Cultural Wars: Stakhanovite Workers and the American Way     51
Stakhanovite Workers, Lei Feng, and Socialist Realism     52
The American Way of Life     59
Schooling Stakhanovites and Consumers     63
Under Glass: Stalin and the Declaration of Independence     65
Good Versus Evil: America's Cultural Management and the Educational Security State     67
The "Other" in America's Global Educational Offensive     72
The American Way and School Desegregation     75
Communism in Schools and Mass Media     79
Abstract Art Versus Socialist Realism     82
Conclusion: From Controlling Brains to Brainpower     84
Schooling Brainpower: China, the Soviet Union, and the United States     85
Red and Expert     86
Freedom and the Educational Security State: Sovietization and Let Hundred Flowers Bloom     91
Sputnik and the Educational Security State     95
The Soviet Educational Security State     98
The American Educational Security State     100
China and the Great Leap Forward     104
Sino-Soviet Split and the Failure of the Great Leap Forward     107
Education for Education's Sake     108
Conclusion: The Educational Security State     110
Education for Cultural Revolution     112
Education and Cultural Revolution in South and Central America: Jose Carlos Mariategui     114
The Background for Progressive Education in Latin America     119
The Cuban Revolution and Progressive Educational Ideology     121
The Literacy Crusade     124
Mao and the Cultural Revolution     128
Critical Education and Progressive Theory: Paulo Freire     134
The Education Crusade and Liberation Theology: Medellin Conference (1968)     142
Nicaragua and El Salvador: Liberation Theology, Freire, and National Literacy Crusades     146
Conclusion     151
Wars of Liberation and Formal Schooling: India, Africa, the Middle East, Indonesia, and Korea     152
Arab Nations: Islamic Values and Western Technology     153
European Imperialism and Arab Education     156
Arab Nationalism and Education     158
Arab Wars of Liberation: Egypt and the Educational Security State     161
Algeria: Revolution and the Struggle for a National Identity and Language     165
Syria: Education and Arab Socialism     168
Saudi Arabia: Religious Fundamentalism and Authoritarian Education     169
Language and Wars of Liberation      173
Religion and Independence     176
Neo-Colonialism and Sub-Saharan African Education     179
Authority and Socialist Education in the Democratic People's Republic of Korea     184
Conclusion: The Globalization of Euroamerican Schooling     189
The Educational Security State: China, Japan, the United States, and the European Union     190
Deng Xiaoping: From Confucianism to the Socialist Road     191
Market Economy: "Practice Is the Sole Criterion for Testing Truth" and "To Each According To His Work"     195
Education and the Socialist Road     201
China's Educational Security State and Neon Socialism     204
Japan and the United States: Educational Security States     207
Japan as the Other in U.S. Educational Policy     211
Japan and the United States: The Educational Security State in the 21st Century     216
Globalization and Nationalism: The Educational Security State in Japan and the United States     218
Japan, China, and Korea: The History Textbook Controversy     221
The New Russia: Militarism, State Exams, and Human Power Planning     225
Mobilizing the Brainpower of Europe     227
The European Union: The Educational Technocracy     228
The European Union and Language Diversity      235
Conclusion     237
Conclusion: The Triumph of the Industrial-Consumer Paradigm and English as the Global Language     239
English as the Global Language and the Industrial-Consumer Paradigm     241
English and National Identity in Japan, the United States, and China     247
Global and Local Languages: English, Commercial Signage, and Brand Logo     250
Is There Anything Wrong With the Industrial-Consumer Paradigm?     251
What Happened to Progressive Education?     252
Conclusion: The Necessity of Alternative Educational Models to the Educational Security State     253
Notes     255
Author Index     299
Subject Index     303
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