Globalizing Curriculum and Evaluation Policy: A Nonaffirmative Approach for Democratic Education

• In Event: 42.024 - Postnationalism and Cosmopolitanism: Implications for Leadership and Curriculum-Making

Abstract

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.

Authors

• Rose M. Ylimaki, The University of Arizona

• Michael Uljens, Abo Academy University - Finland