Curriculum and Pedagogy in the Context of

Globalization



Key factors:
Globalization is a trend that has been apparent for some time and has recently
begun to take shape as a force affecting educational reform, curriculum design
and teaching. It is an area that has many levels and can be seen as a landscape
possessing diverse qualities (Smith, 1999).

The need for curriculum change is evident in shifting economic, cultural and
social realms. The requirements of the working world have evolved to expect
those entering the work force to hold new competencies and knowledge to meet
the demands of a global society (Barrell, n.d.).

Priestley believes globalization is reflected in reforms present in central
curricula worldwide (2002). He also maintains that reforms can be recognized
as necessary to meet the needs of globalization.
Globalized Students




http://fcp12-2.flatclassroomproject.org/G%26O+Wiki+A

Pedagogy


Historical Teaching Models- most popular approaches during the progressive
and traditional education eras
Transmission Model: teachers distribute knowledge to willing recipients
Pedocentric Model: child centered and directed
Facilitator Model: directs the learning environment but does not directly influence learning
(Smith, 1999, pp. 4-5).
These qualities are restructured in the creation of the Hermeneutic
pedagogy (Smith, 1999).
Hermeneutic Pedagogy-is centered on discourse as the main methodology used
Strives for purposeful awareness of and understanding (Verstehen as cited in Smith, p. 5) of
others for meaningful learning experiences
The teacher supports discussion for learning as the expert in culture and information leading
students through an involved learning process (Smith, 1999).

















Globalization and Curriculum

Globalization has unique effects on curriculum development and reform.
Revisions in curriculum appear to have a positive or negative context and
sometimes overlap into both contexts. (Priestley, 2002).



reaction against globalization
(p. 131).
Consistent use of a common curriculum to
increase the presence of nationalism
Adoption of a business model with decisions
made by a centralized governing body
represents the marketization of education
(p. 135)
Reassertion of cultural or national identity to
counter globalization pressure

response to globalization
(p. 131).
Curriculum moving to centralized models
mark efforts to ensure success in a global
market place
Reforms in education are viewed as an answer
to address the monetary concerns of state
Government use reforms to maintain control
and positive public perception
(Priestley, 2002, p. 132-135).

References:
Barrell, B. (n.d.). Rethinking globalization as a guiding paradigm for educational change.
Retrieved from http://www.mun.ca/educ/faculty/mwatch/fall4/barrell.htm
Priestley, M. (2002). Global discourses and national reconstruction: The impact of globalization on
curriculum policy. Curriculum Journal, 13(1), 121138. Retrieved from
http:login.eproxy.library.ualberta.ca/login?url=http://searchebscohost.com/login.aspx?direct
=true&db=a9h&AN=6809605&site=ehost-live&scope=site
Smith, D. G. (1999). Globalization and education: Prospects for postcolonial pedagogy in a
hermeneutic mode. Interchange, 30(1), 110. Retrieved from
http://link.springer.com.login.ezproxy.library.ualberta.ca/article/10.1023%2FA%3A1007514907813