The Ethics and Politics of the International Transfer of Educational Policy and Practice

Autor/in	Bridges, David
Titel	The Ethics and Politics of the International Transfer of Educational Policy and Practice
Quelle	In: Ethics and Education, 9 (2014) 1, S.84-96 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2014.890274
Schlagwörter	Educational Policy; Cultural Context; Cultural Differences; Developed Nations; Developing Nations; Policy Analysis; Educational Practices; Ethics; Power Structure; Cultural Awareness; International Education; Global Approach; Higher Education; Foreign Countries; Australia; Estonia; Ethiopia; Finland; Kazakhstan; Mongolia; New Zealand; Singapore; Tajikistan; Turkmenistan; United Kingdom + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Kultureller Unterschied; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Politikfeldanalyse; Bildungspraxis; Ethik; Cultural identity; Kulturelle Identität; Internationale Erziehung; Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Australien; Estland; Äthiopien; Finnland; Kasachstan; Mongolei; Neuseeland; Singapur; Tadschikistan; Großbritannien
Abstract	The focus of this paper is on a variety of practices associated with the transfer of educational policy and practice from one national education system to another--practices sometimes referred to as "policy borrowing". Its concern is with the ethical and political issues raised by these practices. In particular, it discusses concerns that these practices might be practically inappropriate, that they might be culturally insensitive or inappropriate, and that they might be impositional, exploitative perhaps or even oppressive. Such concerns arise particularly in contexts in which the transfer is from relatively rich and powerful countries to relatively poor and less powerful countries. But policy transfer is a feature of relations "between" the rich and powerful too, and to some extent the issues are then turned on their head. Those engaged in the business of transfer become more clearly identified as service providers and they have to ask questions about to whom and under what conditions they might provide this service. Finally, the paper considers policy transfer as a form of pedagogy and asks whether the kind of ethical considerations which underpin any properly "educational" transaction might not provide a guide to behaviour by the agents of policy transfer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10