Global Competence -- Does the New OECD Competence Domain Ignore the Global South?

Autor/in	Grotlüschen, Anke
Titel	Global Competence -- Does the New OECD Competence Domain Ignore the Global South?
Quelle	In: Studies in the Education of Adults, 50 (2018) 2, S.185-202 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2018.1523100
Schlagwörter	Global Approach; Citizenship Education; Discourse Analysis; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Specialists; Democracy; Developing Nations; Adult Education; Neoliberalism; Social Systems; Competence; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Diskursanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Demokratie; Developing country; Developing countries; Entwicklungsland; Adult; Adults; Adult basic education; Adult training; Erwachsenenbildung; Neo-liberalism; Neoliberalismus; Social system; Soziales System; Kompetenz; Deutschland
Abstract	Global Competence is a domain developed for PISA 2018. We ask whether it ignores voices from the Global South. Criteria are taken from Robertson, known for the theory of glocalisation as well as the educational scientist Seitz. Further criteria are added from a 21st century perspective. The discourse analysis uses documents available to the public since the PISA tender was launched by OECD in 2013. This includes minutes and drafts of an expert group, a webiar on the results of the consultation, held by Schleicher in 2015 and the final brochure on global competence. Results show that from the expert group towards the final brochure voices and theories from the Global South have been eliminated step by step during the procedure or are referred to in extra boxes (Ubuntu). Global competence levels are specified. Level one is described in a deficit-oriented terminology. Overall, the western, cognitive and rational, late modern discourse seems to be dominant while it silently disqualifies the areas ascribed as non-scientific, like religious, emotional, bodily issues (most of them being constructed as 'female' rather than 'male' and 'colored/south' than 'white/male'). This happens even though the earlier document interestingly does reference on postcolonial, queer, feminist and moral theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01