Authors: Macgilchrist, Felicitas; Christophe, Barbara

Source: Discourse, Volume 32, Number 1, February 2011 , pp. 145-158(14)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

Much educational research on globalization aims to prepare students to be successful citizens in a global society. We propose a set of three concepts, drawing on systems theory (Nassehi, Stichweh) and theories of the subject (Butler, Foucault), to think the global which enables educational research to step back from hegemonic discourses and reflect on current practices. Globalization is understood in this approach as referring to: (1) a cognitive shift; (2) expanding relevancy spaces; and (3) new forms of subjectivation. The framework is illustrated with examples from educational policy and learning materials, with an extended look at how globalization is articulated in recent shifts in Holocaust education.

Keywords: globalization; education; discourse; subject; systems theory; Holocaust education

Document Type: Research article

DOI: http://dx.doi.org/10.1080/01596306.2011.537080

Affiliations: 1: Georg Eckert Institute for International Textbook Research, Globalisation, Cellerstr, Braunschweig, Germany

Publication date: 2011-02-01

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