These case studies from five continents use ethnography and history to challenge the sweeping claims of sociology’s world culture theory (neo-institutionalism). They demonstrate how national ministries of education and local schools re-invent every reform. Yet the cases also show that teachers and local reformers operate “within and against” global models.
Author(s): Kathryn Anderson-Levitt
Edition: 1
Publisher: Palgrave Macmillan
Year: 2003
Language: English
Pages: 272
Cover......Page 1
Table of Contents......Page 6
Preface......Page 8
A World Culture of Schooling?......Page 10
1 “Thai Wisdom” and GloCalization: Negotiating the Global and the Local in Thailand’s National Education Reform......Page 36
2 Transformations in South Africa: Policies and Practices from Ministry to Classroom......Page 60
3 Teaching by the Book in Guinea......Page 84
4 Beyond the “One Best System”? Developing Alternative Approaches to Instruction in the United States......Page 108
5 Resistance to the Communicative Method of Language Instruction within a Progressive Chinese University......Page 130
6 World-Cultural and Anthropological Interpretations of “Choice Programming” in Tanzania......Page 150
7 The Politics of Identity and the Marketization of U.S. Schools: How Local Meanings Mediate Global Struggles......Page 170
8 World Culture or Transnational Project? Competing Educational Projects in Brazil......Page 192
9 Europeanization and French Primary Education: Local Implications of Supranational Policies......Page 210
10 Transforming the Culture of Scientific Education in Israel......Page 228
The Global Model and National Legacies\Toward a Cultural Anthropology of the World?......Page 248
List of Contributors......Page 264
C......Page 268
H......Page 269
O......Page 270
T......Page 271
W......Page 272
