Conceptualizing Global Flows of Competency-Based Education: Polysemy, Hybridity and Silences

Sonst. Personen	Anderson-Levitt, Kathryn (Hrsg.); Gardinier, Meg P. (Hrsg.)
Titel	Conceptualizing Global Flows of Competency-Based Education: Polysemy, Hybridity and Silences
Quelle	(2023), (146 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-03-256380-0
Schlagwörter	Competency Based Education; Curriculum; Educational Policy; Educational Practices; Educational Change; Global Approach; Cultural Influences; Social Influences; Political Influences; Context Effect; Change Strategies + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curricula; Lehrplan; Rahmenplan; Politics of education; Bildungspolitik; Bildungspraxis; Bildungsreform; Globales Denken; Cultural influence; Kultureinfluss; Sozialer Einfluss; Political influence; Politischer Einfluss; Lösungsstrategie
Abstract	The new comparative research in this volume explores the global flow of competence-based education, curricular policy, and frameworks for instructional practice. Taking critical perspectives, the chapters trace the pathways through which educators and policy actors adopted and reshaped competence-based education as promoted by the OECD, the World Bank, and the European Union. The authors ask: What purposes do competence-based educational reforms serve? How are competence-based models internationally deployed and locally modified? What happens as competence-based reforms get re-contextualized and contested in particular cultural, social, and political contexts? In their nuanced examination of these global flows, the authors theorize how competence-based reform strategies variously produce hybridity, silent borrowing, "loud borrowing," and new social imaginaries. Although entangled with other "hot topics" in educational research--skills and dispositions for citizenship and employment; higher-order and critical thinking; and socio-emotional learning--competence itself has multiple, fluid meanings. The authors dissect this polysemy while documenting the pivotal role of key actors in the development, design, and deployment of reforms in diverse international contexts. "Contextualizing Global Flows of Competency-Based Education" will be a key resource for academics, researchers, and advanced students of comparative education, educational research, curriculum studies, sociology, and education leadership and policy. This book was originally published as a special issue of "Comparative Education." (As Provided).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01