|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Global Discourses and national reconstruction: the impact of globalization on curriculum policy|
|Publisher:||Taylor & Francis (Routledge)|
|Citation:||Priestley M (2002) Global Discourses and national reconstruction: the impact of globalization on curriculum policy, Curriculum Journal, 13 (1), pp. 121-138.|
|Abstract:||Globalization has been widely discussed and much contested. It has been claimed that the process of globalization has impacted greatly on the capacity of the nation-state to formulate policy (e.g. Reich, 1992). Moreover, globalization has been accompanied by, or at least runs parallel to, a seemingly endless process of change within education. This process has assumed a worldwide character, as policies have migrated around the world; thus there have existed many similarities in terms of, for instance, curriculum provision, or school governance, between New Zealand, Australia, the United Kingdom and the USA. This article examines the nature and extent of education change in general terms, and the concept of globalization, before analysing the links between globalization and the process of change in one area of education, that is, the development of national frameworks for curriculum and assessment within anglophone nations.|
|Rights:||Published in The Curriculum Journal by Taylor & Francis (Routledge)|
|Affiliation:||Initial Teacher Education|
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