Curriculum in the Era of Global Development (original) (raw)
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My most sincere appreciations go to all my wonderful lecturers at London South Bank University. My supervisor, Professor Gaim Kibreab for your wonderful guidance throughout this research. I appreciate your kindness and patience and all the late night calls you had to endure just so I could be on the right part. God bless you Sir. To Hitendra Solanki. Dr. Seun Kolade I say a big thank you for all the wonderful and exciting engagements we had in class. You made my search for knowledge fun. To Markella Papadouli, words cannot express my immense gratitude to you for the many advice and goodwill. Your apt response to all my numerous request for references is appreciated. I say Thank You Sincere appreciation goes to my family who believed in me, encouraged me and above all financed my education. I owe you a world of gratitude. I really love you. To Naana Valerie and Ibrahim Sakip, you guys are more than a family. Your proof reading, constructive criticism pushed me to do better than I could ever do. Indeed STAAGA rocks. I owe you guys!!! To Shamsudeen Dewan and Bola Ayeni. You are more than course mates. You are brothers. I say Geggegegegegegegegeg!!!!!!!! Finally, to my very beloved Reenie. You have been a part of this from the very beginning. Your prayers, never ending love and encouragement when all seems lost can never be forgotten. Thank You
2020
Globalization-Education and Management Agendas 110 Globalization-Education and Management Agendas 112 such as flexibility, motivation, market rules and an entry based management of the processes of schooling "the principles that provide organization and social control within the economy". Thus, the economy performs, as a mode of regulation, the instance-based matching, ie, the one that builds educational processes at the level of curriculum, pedagogy, assessment and management "in [8]". This mode of regulation has its correspondence in the dominant discourse on education in Portugal and in the 1980s or the 1990s we have assisted to a change of educational ideology, from democratizing ideology, to democratic one, to modernization ideology and, in the 1990s, the ideology of inclusion. We can say that the mandate 2 addressed to the Portuguese education system has been based since the 80s on its relationship with the world of production and market. Like most researchers in education defend at the heart of this transition is the globalization of economic activity, political relations, information, communications and technology. These trends are not entirely consistent, with consequences even deeply ironic, paradoxical and perverse. The present society is characterized by cultural, ethnic and linguistic pluralism that is inevitably reflected at the school for all [10]. The postmodern society is fast, compressed, complex and uncertain that lives in the transition from a solid state to a fluid state of modernity [1], which implies as challenge to education the resolution of those uncertainties and dilemmas.
A Fair (Af)fair? On Subjectivation and Differentiation in Educational Capitalism
2014
What do we really learn in school?" That was the title of the first issue of the Swedish journal "KRUT" [Critical Journal of Education] published in 1981. The different articles addressed issues of power in schooling and tried to figure out why the official curriculum [Läroplanen] was so often treated as "the word of God," as eternal "truths" that teachers were to mediate as organizing principles for life in classrooms. Some of the answers pointed towards the idea of a "hidden curriculum"-a set of rules and standards that were working "behind the back" of those people who spent their lives in school and sometimes fostered practices that were the opposite of those in the official curriculum. I came in contact with these notions some 20 years later thanks to Bertil Gustafsson who was my teacher at the teacher-training program that I was enrolled in at the time. We started to debate these issues then and have continued to do so until this day. The first of my credits therefore goes to him. Thank you, Bertil, for your indefatigable faith, encouragement and friendship. Then, of course I would like to express my gratitude to my supervisors Sverker Lindblad and Tom Popkewitz. Thank you, Sverker, for including me in the "POPgroup" [Pedagogy and Politics], sharing all your networks with me and for engaging me in your research project. You also set me up with Tom, who came to be such an inspiring person during the last five years, which I spent as a PhD-student. Tom, you invited me as an Honorary Scholar to UW Madison, where I spent a semester with my family. There I had the opportunity to join the Wednesday-group, which is the most stimulating intellectual milieu I have ever been a part of. Thank you also, Tom, for inviting us to your home, and even more so for all the time you have spent with the hopeless drafts, that finally resulted in this thesis. I also wish to thank the Educational Committee at the Swedish Research Foundation which financed the research projects, "School Results and Lived Curricula in Contemporary Society," where I conducted my studies and also "The Network of Studies in the Political in Education" where I served as a Secretary for four years. Through these projects I have not only been financially supported, but moreover, gotten the opportunity to meet many fellow scholars, to whom I would like to show gratitude for their inspiration and support. I have now mentioned the "POP-group" and the "Wednesday-group"-the two groups that would have been nothing if it were not for the great people that constituted them. Thank you for all your support, and I want to direct a special gratitude to Annika Bergviken Rensfeldt, Rune Romhed, Sverker Lundin, Caroline Runesdotter and Ingrid Henning Loeb in the POP-group and Licho Lopez and Ezequiel Gomez Caride from the "Wed-group". Thank you also, Kristiane Stapleton-the queen of proofreading and editing-you "acted on my will," and it helped a lot. At my workplace, The Department of Education and Special education, there are many people who have shown support and friendship over the years and I can't mention them all here. However, so many of you at the former unit of Special Education deserve my warmest thanks. I think in particular of Girma Berhanu, my friend in wet and dry. Thank you also Gun-Britt Wärvik, Director of Postgraduate studies at my department. Now we are closing in. The closer I get to the daily work, the more emotional I get. The friends with whom I have shared the gift and burden of being a Phdstudent are indescribably important for me. Andreas Ottemo, Robert Sjöberg, Mattias Nylund and Malin Sandén-you are sunshine. Thank you, Mattias for spending Christmas with my manuscript. The same goes for the "LAVA-group", where Michael Hansen, Elsi-Brith Jodal and Katarina Samuelsson have been the best "critical friends" one can have. Finally, I think of Tinna and my three children Fabian, Rasmus and Elsa, the essences in my life. Thank you of all my heart. You show me what life is really about. I love you. And really, I never thought this was going to happen.
World Yearbook of Education 2010
2009
He is also consultant for the International Bureau of Education (UNESCO) and other international organizations. He was the Dean for Research at the Higher Pedagogical Institute HEP-BEJUNE (Bienne, Switzerland). His major publications include studies on educational planning, multicultural education, teacher training and educational inequalities. His main research interests now focus on teacher education and reforms of educational systems in a comparative perspective.