Is globalisation of education inherently ‘good’? The need to ‘problematise’ globalisation

Aporia Atheneum©

Globalisation is an example of a highly-elusive concept. Various schools of thought define it in very different ways: The World Bank defines it from an economic perspective as “the growing interdependence of countries resulting from their increased economic integration via trade, foreign investment, foreign aid, and international migration of people and ideas.”[1] Dale and Robertson broaden the definition, using the lens of sociology claiming that it “represents a complex, overlapping set of forces, operating differently at different levels.”[2] Hay goes a step further claiming that globalisation is much more than a process but can actually be seen as a political undertaking typified by a “tendency to which counter-tendencies may be mobilised.” [3] Faizal Rizivi, a scholar of globalisation in education captures the prevailing difficulties of defining this concept:

This lack of agreement is partly due to the fact that globalization is a highly contested concept employed to embrace…

View original post 1,023 more words