By R. Edwards

There's significant debate as to the character, volume and value of globalisation. there's additionally loads of dialogue of its implications for schooling, fairly on the subject of the unfold of worldwide coverage. The dialogue of globalisation and academic coverage has interrelated facets - first, the exam of rules as they migrate around the world, and moment, the exploration of the strategies of migration and the way comparable guidelines emerge in numerous nationwide contexts. The authors of this e-book offer a clean exam of the alterations and improvement that globalisation in schooling has had on pedagogy. they think about varied pedagogic practices and introduce more than a few literature from world wide. This pedagogic textual content can help the reader to contemplate the effect of globalising approaches on many various sectors of schooling and coaching.

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It is here that we most readily see the influence of globalisation in terms of the intersection of the global and the local—the meeting point of globalised space and places of identity—their (en)counters and their enfoldings. On the move—space, place and auto/biography The spatialisation of knowledge and education in the postmodern age is based in the ‘soft architecture’ of the network which increasingly defines the nature of our institutions and subjectivities. (Peters 1996:100) 34 Putting space back on the map Globalising practices can be seen as providing the grounds for, and indeed necessitating, a conceptualisation of the contemporary in terms of hybridity.

Although there may be debate about the conceptualising of space and time as part of globalising processes, what has become accepted generally is the experience engendered by space-time compression under the influence of developments in transport and communications. Compression is basically the notion that the world feels smaller, and in a sense is smaller, as more people, goods and services are now able to travel around it and communicate across great distances much more quickly and easily than was previously the case.

Today, we are expected to find a meaning for everything. (Benko 1997:25) One of the ironies, therefore, of the postmodern and of globalising processes is that, even as they may engender a greater volatility and uncertainty in auto/ Putting space back on the map 39 biography that is subject to symbolic exchange, in many significant ways they do also affirm the centrality of auto/biography as a reflexive construct. This is not necessarily either overwhelmed by the traditions of place and the local or lost completely in modernist alienation and anomie, although in some renditions there is a tendency towards individualisation and a focus on the personal rather than the socio-cultural (for more on this, see Usher 1998).

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Globalisation and Pedagogy: Space, Place and Identity, 1st by R. Edwards
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