Session Information
26 SES 12 A, Laying the Groundwork for a Comparative, International Dialogue on Curriculum Theories and Leadership Research
Symposium
Contribution
This paper traces genealogical lines of the world historical shifts during last decades; to try out how and what kinds of time-space in terms of intellectual preferences, institutional and organizational re-arrangements these shifts have created in education. More specifically, I locate these shifts and their mindset together with their educational and curricular embodiments in the process of modernization and the unfolding of rationality. Since the fall of the Berlin Wall and the collapse of Soviet Union, competing alternative political visions disappeared and politics became increasingly subordinated to economic preferences. By implication, the economic and managerial stress on education draws on political demands for uniformity as former U.S. foreign minister Colin Powell put it: “….to install freely elected democracies all over the world, under one standard for the world which is free market system … practiced correctly.” The big picture infusing such maxims is a vision of the world united by standardized, normative, even totalitarian notions of One Subjectivity, One History, One Humankind, One Politics – and, consequently, One Curriculum. This paper elucidates the implications in these maxims for possible democratic efforts in curriculum theory, educational policy, and leadership in societies where economic thought has become coterminous with rationality itself.
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