TY - JOUR

T1 - 'Glocalisation’ doctrine in the Israeli public education system

T2 - A contextual analysis of a policy-making process

AU - Dvir, Yuval

AU - Maxwell, Claire

AU - Yemini, Miri

PY - 2019/1/1

Y1 - 2019/1/1

N2 - In 2016, the Israeli Ministry of Education (MoE) issued a policy document recommending six new doctrines for pedagogical development at schools. Amid those is ‘Glocalism’, aimed at addressing the global/local mix within the schooling system. Given the lack of a declared internationalization policy in Israel and its highly nationalistic curricula, this direction may constitute a first attempt by the MoE to internationalize school curricula. Public participation, including third-sector organizations actors, constituted a fundamental element in the development of this policy. Examining why this is, and what impact it had on how internationalization was conceived of is critical in this era of pluri-scalar policy-making. Our findings highlight the crucial role played by various non-governmental actors in this process. We also reveal that certain voices were in effect silenced – whether from marginalized constituencies or those suggesting directions contradicting the MoE’s intentions. The policy offers a vague definition for ‘Glocalism’, which appears to eliminate possibilities for marginalizing those communities who feel most challenged by this policy move. Yet, this open-endness in the conceptualization of internationalization is likely to further increase current inequalities within the education system. We argue that such public participation processes can therefore easily become pseudo-participatory, marginalizing and excluding particular constituents.

AB - In 2016, the Israeli Ministry of Education (MoE) issued a policy document recommending six new doctrines for pedagogical development at schools. Amid those is ‘Glocalism’, aimed at addressing the global/local mix within the schooling system. Given the lack of a declared internationalization policy in Israel and its highly nationalistic curricula, this direction may constitute a first attempt by the MoE to internationalize school curricula. Public participation, including third-sector organizations actors, constituted a fundamental element in the development of this policy. Examining why this is, and what impact it had on how internationalization was conceived of is critical in this era of pluri-scalar policy-making. Our findings highlight the crucial role played by various non-governmental actors in this process. We also reveal that certain voices were in effect silenced – whether from marginalized constituencies or those suggesting directions contradicting the MoE’s intentions. The policy offers a vague definition for ‘Glocalism’, which appears to eliminate possibilities for marginalizing those communities who feel most challenged by this policy move. Yet, this open-endness in the conceptualization of internationalization is likely to further increase current inequalities within the education system. We argue that such public participation processes can therefore easily become pseudo-participatory, marginalizing and excluding particular constituents.

KW - Education policy

KW - Global citizenship

KW - Glocalisation

KW - Public participation

UR - http://www.scopus.com/inward/record.url?scp=85072519681&partnerID=8YFLogxK

U2 - 10.14507/epaa.27.4274

DO - 10.14507/epaa.27.4274

M3 - Journal article

AN - SCOPUS:85072519681

VL - 27

SP - 1

EP - 22

JO - Education Policy Analysis Archives

JF - Education Policy Analysis Archives

SN - 1068-2341

IS - 124

ER -