World Culture in the Capitalist World-System in Transition

Autor/inn/en	Griffiths, Tom G.; Arnove, Robert F.
Titel	World Culture in the Capitalist World-System in Transition
Quelle	In: Globalisation, Societies and Education, 13 (2015) 1, S.88-108 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7724
DOI	10.1080/14767724.2014.967488
Schlagwörter	Social Systems; Social Theories; Guidelines; Comparative Analysis; Mass Instruction; Criticism; Educational History; Comparative Education; Teaching Methods; Educational Policy; Cultural Awareness; Cross Cultural Studies; Political Attitudes; World Views + Suchen Sie Ihr Suchwort? Social system; Soziales System; Gesellschaftstheorie; Richtlinien; Kritik; History of education; Bildungsgeschichte; Vergleichende Erziehungswissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Cultural identity; Kulturelle Identität; Cultural comparison; Kulturvergleich; Political attitude; Politische Einstellung; World view; Weltanschauung
Abstract	World culture theory (WCT) offers an explanatory framework for macro-level comparative analyses of systems of mass education, including their structures, accompanying policies and their curricular and pedagogical practices. WCT has contributed to broader efforts to overcome methodological nationalism in comparative research. In this paper, we acknowledge the contributions of world culture theory in these terms, but develop the case for an alternative explanatory framework--world-systems analysis (WSA)--rooted in the historical development and contemporary crises of the capitalist world-economy. This case is built on two major points of critique of world culture theory: first, that its consensus orientation is inadequate for a macro-level accounting of social reality; and second, that its analysis of the economic functions of mass education, in isolation from the capitalist world-economy, further weakens its explanatory power. Working from this critique, we elaborate the capacity of world-systems analysis to overcome these shortcomings by providing a more comprehensive, historical perspective. This alternative approach incorporates the identification and analysis of shared cultural understandings underpinning policy and institutional practice, linked to the development of the capitalist world-economy. We conclude this paper by affirming the value of WSA as an alternative approach for comparative research, and its potential contribution to the development of more enlightened educational policy and a more just and democratic world-system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01