Beyond the Global City: A Comparative Analysis of Cosmopolitanism in Middle-Class Educational Strategies in Australia and Brazil

Autor/inn/en	Windle, Joel; Maire, Quentin
Titel	Beyond the Global City: A Comparative Analysis of Cosmopolitanism in Middle-Class Educational Strategies in Australia and Brazil
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 40 (2019) 5, S.717-733 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2019.1573905
Schlagwörter	Middle Class; Educational Strategies; Cross Cultural Studies; Foreign Countries; School Choice; Social Class; International Education; Global Approach; Cultural Influences; Educational History; Cultural Capital; Social Differences; Equal Education; Advanced Placement Programs; Elementary Secondary Education; Second Languages; Immigrants; Language of Instruction; Portuguese; Foreign Policy; Land Settlement; Social Change; English (Second Language); Second Language Learning; Power Structure; Disadvantaged; Mobility; Bilingual Education; Australia; Brazil + Suchen Sie Ihr Suchwort? Mittelschicht; Lehrstrategie; Cultural comparison; Kulturvergleich; Ausland; Choice of school; Schulwahl; Social classes; Soziale Klasse; Internationale Erziehung; Globales Denken; Cultural influence; Kultureinfluss; History of education; Bildungsgeschichte; Sozialer Unterschied; Second language; Zweitsprache; Immigrant; Immigrantin; Immigranten; Teaching language; Unterrichtssprache; Portugiesischunterricht; Außenpolitik; Siedlungsraum; Sozialer Wandel; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mobilität; Mobilitätsförderung; Bilingual teaching; Bilingualer Unterricht; Australien; Brasilien
Abstract	The global middle class (GMC) is a theoretical construct that seeks to globalise a set of attributes identified in studies of school choice in the global north, and to a lesser extent in developing nations in Asia. As theorised by Ball a mobile middle class with cosmopolitan sensibilities drives international education options in global cities. This proposition is challenged through analysis of the histories of curriculum and class relations in two national settings (Australia and Brazil) and examination of contemporary class profiles (i.e. economic and cultural properties) in expanding forms of international education in these countries. The paper argues that the forms of cosmopolitanism associated with the educational practices of the GMC must be examined within broader historical relationships of cultural domination. We conclude by arguing that broadening the historical horizon is an important exercise to challenge the claim of the GMC to be a novel category involving exceptional forms of cultural contact generated by the dynamics of the 'global city'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01