Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
Browse By Descriptor
Search Tips
Annual Meeting Housing and Travel
Personal Schedule
Sign In
This paper draws on policy studies, systems theories, institutional theories and policy examples to consider educational challenges emerging from recent globalization and cosmopolitanism. Scholars have been studying recent globalizing curriculum policies through varying (and often Western) epistemologies and theoretical logics, frequently drawing on Luhmann’s (1995) self-referential social systems theory, Wallerstein’s (1974) world systems theory, and neo-institutional theory (Meyer et al, 1987). In the first instance (Luhmann, 1995), educational theorizing is understood largely as a self-referential system of reflection rooted in distinct contextual conditions, intellectual traditions and value systems characteristic of its respective system of reference and context.