15 SES 03, Partnership with Working Life II
Parallel Paper Session
Major components of German cultural and educational foreign policy are the Goethe-Institutes and the German Schools Abroad. They serve within the German foreign policy as part of the third element (i.e. foreign cultural policy) next to foreign policy and foreign-trade policy. Thus, they earn their credentials by being diplomatic representatives of Germany. As so called “mediators”, a particular German way of organizing foreign policy, they actively promote cultural exchange and international understanding. Thus, culture becomes a vehicle of cooperation and partnership.
The Goethe-Institute is the cultural institute of the Federal Republic of Germany and provides access to German language, culture and society and promotes international cultural cooperation. It has 149 Institutes and 10 Liason Offices in 92 countries. The German schools abroad have a world-wide network. There are currently 140 German schools abroad in 70 countries with approximately 20.000 German-students and 58.000 non-German students. They are designed as ”contact” institutions in order to provide German families abroad with a German school education.
According to the national paradigm of education, educational systems are predominantly operated and controlled by national agencies (i.e. Departments of Education. Thus, consistent with the paradigm, the Goethe-Institutes and the German Schools Abroad define a German educational space. However, due to their international location, both institutions are placed in a worldwide educational and cultural community. They meet the challenge by transforming themselves into cross-border educational organizations, showing a continuing trend away from the national paradigm by understanding themselves as globally oriented cultural institutions. For example, the Goethe-Institute runs various language courses that are recognized worldwide. The examination levels correspond to the Common European Reference Framework for Languages. Likewise, the German schools abroad teach a mixture of national German curricula as well as the curricula of the host countries. What is more, many of the schools disengage themselves from the national paradigm altogether and offer the International Baccalaureate (IB) as the means for global educational objectives.
Thus, an international educational space has developed. In educational research this new space has been recently recognized and described with the concept of internationalization of education, which includes the notion of transnationalization. Adick has developed a model of national, international and transnational educational spaces and proclaims that these leads to an increasing number of cross-border providers of education who operate under private law. As a result there are new forms of control and legitimization that regulate these institutions such as market mechanisms (e.g. competition) or public-private-partnership regulations. These, in turn, create shifts in the legitimization of these organizations as for instance competitiveness among each other, the idea of education as a commodity as well as entrepreneurialism.
In this paper we intend to detect transnational features displayed by the aforementioned institutions. In order to do that, we want to look at their field of action in terms of distribution, cooperation and partnerships in Mexico. For this purpose, we focus on cultural institutes and foreign schools of other countries and question whether the field of action is characterized either by competition or readiness for cooperation.
Adick, Christel: Transnationalisierung als Herausforderung für die International und Interkulturell Vergleichende Erziehungswissenschaft. In: Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft. (2005) 11, Vol. 2, p. 243-269. Adick, Christel: Transnational organisations in education. In: Pries, Ludger (2008): Rethinking Transnationalism. The Meso-Link of Organisations, London [u.a.], p. 126-154. Bauer, Gerd Ulrich: Auswärtige Kultur- und Bildungspolitik. In: Straub, Jürgen/ Weidemann, Arne/ Weidemann, Doris (Ed.): Handbuch Interkulturelle Kommunikation und Kompetenz. Stuttgart 2007, p. 637-646. Foreign Office: Annual Report of German Cultural and Educational Foreign Policy 2009/10. In German language online at: http://www.auswaertiges-amt.de/cae/servlet/contentblob/560176/publicationFile/144772/110112-AKBP-Bericht.pdf. Foreign Office: Mission Statement on German Schools. Online at: http://www.auswaertiges-amt.de/EN/Aussenpolitik/KulturDialog/SchulenJugendSport/Auslandsschulen_node.html, retrieved 30 November 2011. Goethe-Institute: Annual Report 2010/ 2011. In German language online at: http://www.goethe.de/uun/pro/jb11/jahrbuch_2011.pdf. Hornberg, Sabine: Schule im Prozess der Internationalisierung von Bildung, Münster 2010. Inkeles, Alex/ Sirowy, Larry: Convergent and Divergent Trends in National Educational Systems. In: Social Forces. (1983) 62, p. 303-333. Meyer, John W.: Weltkultur. Wie die westlichen Prinzipien die Welt durchdringen, Frankfurt am Main 2005. Pries, Ludger: Die Transnationalisierung der sozialen Welt. Sozialräume jenseits von Nationalgesellschaften. Frankfurt am Main 2008. Zentralstelle für das Auslandsschulwesen: Facts and Figures of German Schools Abroad 2010. In German language online at: http://www.auslandsschulwesen.de/nn_389656/Auslandsschulwesen/DieZfA/WirUeberUns/ZahlenausderZfA/AuslandsschulwesenZahlen2010,templateId=raw,property=publicationFile.pdf/AuslandsschulwesenZahlen2010.pdf.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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