Exporting Educational Change: Unexamined Assumptions

Autor/in	Rabinovitch, Lori D.
Titel	Exporting Educational Change: Unexamined Assumptions
Quelle	In: LEARNing Landscapes, 16 (2023) 1, S.229-242 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Change; Educational Philosophy; Democratic Values; Global Approach; Developing Nations; Resistance to Change; Barriers + Suchen Sie Ihr Suchwort? Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Globales Denken; Developing country; Developing countries; Entwicklungsland
Abstract	This paper takes a philosophical look at what it means to talk about educational change in the context of the global proliferation of Western secular liberal democratic values. A handful of challenges, contradictions, and incoherencies that potentially impede the success of educational change projects in developing countries are examined with a view to furthering discussion about what vision of the learner and society they promote, either implicitly or through taken-for-granted assumptions. Politics, leadership, and timelines become impediments to real change. Brief reference is made to these concepts. The author provides examples from 10 years of international curriculum work on several continents in an attempt to highlight some of the latent irregularities that impede the progress of educational change endeavors. (As Provided).
Anmerkungen	LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01