'Glocalisation’ doctrine in the Israeli public education system: A contextual analysis of a policy-making process
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- Glocalisation doctrine in the Israeli public education system - a contextual analysis of a policy-making process_(version_of_record)
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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.
Originalsprog | Engelsk |
---|---|
Tidsskrift | Education Policy Analysis Archives |
Vol/bind | 27 |
Udgave nummer | 124 |
Sider (fra-til) | 1-22 |
ISSN | 1068-2341 |
DOI | |
Status | Udgivet - 1 jan. 2019 |
- Education policy, Global citizenship, Glocalisation, Public participation
Forskningsområder
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