Internationalism and globalisation as contexts for international education

1
Internationalism and globalisation as contexts
for international education

• Dr James Cambridge
• Head of Research Projects
• IB Research Team
• University of Bath, UK
• jim.cambridge_at_ibo.org

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Internationalism

• is seen by its advocates as the antithesis of
  both nationalism and isolationism. It denotes a
  cosmopolitan, nonparochial stance toward
  obligation beyond borders (Lynch 1999).

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Tension between perspectives

• Globalisation is seen as economic integration,
  achieved in particular through the establishment
  of a global marketplace marked by free trade and
  a minimum of regulation.
• In contrast, internationalism refers to the
  promotion of global peace and well-being through
  the development and application of international
  structures, primarily but not solely of an
  intergovernmental kind.
• Despite important conceptual difficulties in
  formulating the case for internationalism and
  despite the worlds patchy record of putting its
  principles into effect, the essentially
  pro-democratic logic of internationalism stands
  in sharp contrast to the logic of globalisation
  (Jones 1998).

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Contrasting perspectives

• internationalist an orientation towards
  international relations, with aspirations for the
  promotion of peace and understanding between
  nations.
• globalist influenced by and contributing to the
  global diffusion of the values of free market
  capitalism.

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International education

• internationalist a transformative discourse
  which locates all fields of enquiry in a
  supra-national frame of reference and upholds the
  cause of peace (Rawlings 2000).
• globalist may be compared with other globally
  marketed goods and services such as soft drinks
  and hamburgers a reliable product conforming to
  consistent quality standards throughout the
  world (Cambridge 2000).

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Contrasting philosophies and aims

• internationalist an existential, experiential
  philosophy of education which values the moral
  development of the individual and recognises the
  importance of service to the community and the
  development of a sense of responsible
  citizenship.
• globalist serves a market which requires the
  global certification of educational
  qualifications for portability between schools
  and transferability between systems.

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Approaches to cultural diversity

• internationalist celebrates cultural diversity
  and promotes international co-operation
  internationally-minded outlook.
• globalist leading to global cultural convergence
  towards the values of the transnational
  capitalist class (Sklair 2001)

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Multiculturalism

• Multiculturalism in education can be a
  substantial monoculturalism as to values,
  mitigated by tolerance of exotic detail (Zaw
  1996)

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Implications for management

• Global capitalism succeeds by turning most
  spheres of social life into businesses, by making
  social institutions - such as schools,
  universities, prisons, hospitals, welfare systems
  - more business-like (Sklair 2001)
• Language and practice of managerialism, of
  accountability, inspection, testing and targets
  preclude debates about the purposes of education
  beyond preparation for the economy (Tomlinson
  2000)
• Discourse of New Public Management draws
  attention to outputs and performance rather than
  inputs, views organisations as chains of
  low-trust relationships, identifies parts of
  organisations as profit centres, uses competition
  to enable exit or choice by service
  consumers, and decentralises budgetary and
  personal authority to line managers (Clarke et al
  2000)

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Performativity

• Education is no longer to be concerned with the
  pursuit of ideals such as personal autonomy or
  emancipation, but with the means, techniques or
  skills that contribute to the efficient operation
  of the state in the world market and contribute
  to maintaining the internal cohesion and
  legitimation of the state (Marshall 1999)
• Performativity is a technology, a culture, and a
  mode of regulation that employs judgment,
  comparisons, and displays as means of control,
  attrition, and change (Ball 2000)
• In a performative culture, demonstrated
  productivity by everyone is demanded and all
  participants in an organisation/school are
  required to develop as active, enterprising, and
  optimistic individuals who are market assets
  (Meadmore Meadmore 2004).

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Emancipatory reason gives way to technocratic
rationalisation (Lyon 1999)

• The global market requires a shift in the
  institutional culture-ideology of schools away
  from exclusively pedagogical issues towards the
  development of market-oriented values.
• Values of free market capitalism associated with
  globalist international education are leading to
  transformation of international education into a
  globally branded product.

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Educational values (Bernstein 1977)

• Expressive order conduct, character, manner
• Instrumental order specific skills and bodies of
  knowledge.

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Typology of schools
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Instrumentalisation of the expressive

• Cultivation of expressive order values to enhance
  performativity
• Appropriation of other intelligences, such as
  emotional intelligence, which can somehow
  combine with bureaucratic rationality, as a way
  of creating more successful schools and
  businesses (Hartley 2003)

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Strategic use of diversity

• The spirit of multiculturalism in education has
  shifted from a concern with the formation of
  tolerant and democratic national citizens who can
  work with and through difference
• to a more strategic use of diversity for
  competitive advantage in the global workplace
  (Mitchell 2003).

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Strategic cosmopolitan (Mitchell 2003)

• A move away from person-centred education for
  all, or the creation of the tolerant,
  multicultural self
• towards a more individuated, mobile and highly
  tracked, skills-based education, or the creation
  of the strategic cosmopolitan.

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Typology of schools
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Issues for further discussion

• Are the internationalist and globalist
  perspectives of international education opposite
  or complementary?
• To what extent does Bernsteins expressive order
  map onto internationalist international
  education?
• Does Bernsteins instrumental order map onto
  globalist international education?
• How do IB programmes balance expressive order and
  instrumental order values?
• How do IB programmes balance international values
  and globalist values?
• How do we know? In what ways can values be
  recognised?