グローバリゼーションとカリキュラム─教育社会学理論における問題─

概要

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Sociological analyses of education have tended to see it as functionally integrated, for better or worse, with economic, political, and social structures. Since societies around the world differ enormously in economic resources and in cultural arrangement, educational systems should vary similarly. Research showing pronounced similarities (and isomorphic changes) among diverse countries, in recent decades, in educational expansion, curricula, and structure, was thus surprising. It seems educational systems are built for imagined societies more than real ones, and imagined forms of progress are similar around the world. There is a good deal of diffusion, much of it structured around the world stratification system through various patterns of influence, domination, and modelling. Beyond these global influences, recent decades show direct globalization the formation of educational models, such as curricula, around an imagined global society. This involves the suppression of older realities, and the construction of new global ones. Curricula in many countries, thus, drop more nationally oriented approaches to culture, language, history, art, and even science. And new curricular models celebrate global human rights, ecological principles, and notions of a world of equal cultures and societies in interdependence.
日本教育社会学会の論文
2000-05-15