Demanded and feared: transnational convergencies in national educational systems and their (expectable) effects.

Autor/in	Adick, Christel
Titel	Demanded and feared: transnational convergencies in national educational systems and their (expectable) effects.
Quelle	In: European educational research journal, 1 (2002) 2, S. 214-233Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 44; Tabellen 1
Sprache	englisch; deutsche Zusammenfassung; englische Zusammenfassung; französische Zusammenfassung; italienische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304%2Feerj.2002.1.2.2
URN	urn:nbn:de:0111-opus-13761
Schlagwörter	Bildung; Kultur; Bildungsgeschichte; Autonomie; Kulturelle Identität; Bildungssystem; Schule; Schulsystem; Transnationale Kultur; Kulturelle Integration; Lernen; Differenzierung; Geschichte (Histor); Liberalismus; Moderne; Globalisierung; Privatisierung; Ökonomie; Deregulierung; Standard; Theorie; Vereinheitlichung; Welt; Bourdieu, Pierre; Wallerstein, Immanuel
Abstract	The article focuses on the impact of social developments related to 'globalisation' on education. In line with the world systems approach as most prominently expounded by Immanuel Wallerstein the author conceptualises globalisation not as a new development, but as the current expression of a long historical process originating in sixteenth century Europe. In order to make use of world systems theory for education, the author makes a strong argument in favour of taking Bourdieu's concepts of cultural capital and the relative autonomy of the educational system into account. On this basis, the author reviews a secondary analysis based on numerous studies of national education systems with respect to the various degrees of convergence, divergence and variation. It is argued with reference to the neo- institutionalist approach of the Stanford group that convergence and standardisation in education are not questions of affirmation or rejection as much as historical processes that by no means imply a deterministic implementation of an economic rationale. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)