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Globalisation & Education: remaking schools in new times. Presented by Professor Allan Luke Nanyang University, Singapore Queensland University of Technology, Brisbane, Australia. the educational issues. social cohesion/collectivism and individual competitiveness

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globalisation education remaking schools in new times
Globalisation & Education:remaking schools in new times

Presented by Professor Allan Luke

Nanyang University, Singapore

Queensland University of Technology, Brisbane, Australia

the educational issues
the educational issues
  • social cohesion/collectivism and individual competitiveness
  • rote reproduction/autonomous, independent thought
  • respect for authority, teachers, traditions/critical thinking
  • risk aversion/risk taking
  • exam/test/product – knowledge in and for itself
  • excellence at the top/improvement for all
  • technical knowledge/aesthetics, beauty
  • globalisation – ‘new times’
  • basic policy responses
  • queensland ‘new basics’/singapore pedagogy
  • pedagogy as the core business
  • issues of teacher capacity: policy/practice
  • remaking teacher education
globalisation new eduscapes
globalisation = new eduscapes

flows of capital, bodies, information – local push/pull effects: ‘macdonalisation’ vs vernacularisation

  • world kids: hybridity, linguistic/cultural diversity, youth cultures
  • new forms of work and leisure
  • new disciplinary/transdisciplinary fields and growth of knowledge
  • new technologies – multiliteracies for learning
  • new life pathways, life trajectories
  • fundamentalist response: haven, security, moral anchors

CHALLENGES: new learning styles, linguistic and technological media of instruction, new knowledge, skills, world teachers

normative agenda for 21 st century literacy
normative agenda for 21st century literacy
  • Multimodal/Multiliteracies: that involve problem solving, analysis and repertoires of practice using print and visual, digital and face-to-face media in combinations that can be applied to new civic, media, and workplace contexts
western policy response
western policy response
  • deregulate schools: localisation, flexibility, clients and business management models
  • steer via ‘performance indicators’: testing
  • tyler rationale: add more curriculum outcomes
  • more add on/‘pull out’ remediation of diversity/difference
  • teacher proofing via multinational textbook market
  • teacher as consumer and ‘scripted’ product user
  • research as product/market research: the ‘gold standard’ of field experiment
  • privitisation/outsourcing of teacher education
terminologies definitions
  • CRITICAL LITERACIES: That involve second guessing, criticising, reconstructing and arguing with a range of texts, discourses and designs – and understanding their sources, production and power relations
terminologies definitions1
  • PROBLEM SOLVING/COLLABORATIVE WORK: that entails collaborative reading, writing and decision making in literacy events within and across a broad range of community, civic and workplace contexts
terminologies definitions2
  • INTERCULTURAL AND TRANSCULTURAL COMMUNICATIONS: that involve negotiating and solving problems across cultures and languages, and engaging in residual and emergent traditions within traditional, popular, mass and institutional cultures
terminologies definitions3
  • GLOBAL/LOCAL ANALYSES: involve the application of technical/scientific and moral/ethical understandings in relation to economies, cultures and histories near and far, diversities of knowledge interests and their conflicting analyses and interests
queensland new basics
Queensland new basics
  • What about new economies, cultures and technologies?
  • How do we develop assessment to achieve authentic educational, social and cultural outcomes?
  • Who is the new worker/citizen? And what are the new life pathways?
  • What might a ‘futures’ school look like?
principles of new basics
principles of new basics
  • Less is more: teachers need to do fewer things with more depth
  • Higher intellectual demand plus basics
  • ‘Connectedness to world’: relevance of practice for ‘at risk’ youth
  • Alignment: the message systems of curriculum, assessment and pedagogy need to ‘fit’
  • Pedagogy: the core business, not testing or curriculum reform
alignment of the message systems
alignment of the message systems




4 new curriculum organisers
4 new curriculum organisers
  • life pathways and social futures: who am I and where am I going?
  • multiliteracies and communications: how do I make sense of and communicate with the world?
  • active citizenship: what are my rights and responsibilities in communities, cultures and economies?
  • environments and technologies: how do I describe, analyse and shape the world around me?
rich tasks
Rich tasks
  • Year 3, 6, 9 – 8 ‘rich tasks’ – system wide projects required of all students:
  • Intellectually demanding
  • Multidisciplinary
  • Of community/cultural/economic relevance
  • Co-curricular planning by teachers across year levels
  • Assessment panels of teachers, community members
sample year 4 tasks
sample year 4 tasks
  • Design a personal webpage
  • Presenting a story in music, dance, writing
  • Creation of a craft, toy, artwork for public display
  • Multimedia presentation on endangered plant or animal
year 7 rich tasks
Year 7 rich tasks
  • Design a personal health plan
  • Design a travel itinerary for a visitor
  • Record and present an oral history
  • Design and display a product
  • Develop and organise a community cultural performance
  • Develop a model of the solar system
year 9 tasks
Year 9 tasks
  • Plan a strategy for an export commodity
  • Design a building
  • Analyse and adapt the shape of man-made object
  • Personal career development plan
  • Video documentary on national identity
  • Community development action plan
pedagogy creating school based professional learning communities
Pedagogy: creating school-based professional learning communities
  • Teachers encouraged to plan units across years together
  • Teachers trained in ‘productive pedagogies’ – model for co-teaching, coding, observing each other
  • Teachers formed panels to meet, judge, assess rich tasks
  • Muliteracies pedagogy: immersion, study of designs, redesign
results in 36 schools
Results in 36 schools
  • Student motivation and engagement increased
  • ‘Middle years’ higher order slump in achievement was stopped
  • Rich tasks pushed intellectual/demand, higher order, depth work above mean levels
  • Project oriented work does not lead to fall offs in basic skills
  • Community accountability and engagement enhanced
  • Overall improved educational effects in indigenous and socioeconomically at risk schools
  • Teacher development around pedagogy can mobilise schools
  • Collateral effects: renewal of school-based curriculum development and assessment expertise within system