The Global Classroom - An Opportunity for Empowerment or Exploitation? - Literature Notes

See The Global Classroom - An Opportunity for Empowerment or Exploitation - Publication #literaturenotes

Notes

  • Transnational education: arrangements/partnerships between institutions and organizations where students are located in a different country to the insititution
  • Not what I’m covering in Fast Food Education, but could be similar since distance learning
  • Educational institutions are unable to respond to increased demand and technological developments. This is because of…
    • Institutional barriers
    • Slow adoption of new technologies
  • Benefits of transnational education:
    • increase capacity to meet demand
    • bring needed experience and professional development to disadvantaged countries
    • help to expand a higher education system
    • increase country’s supply of highly skilled workers
    • adds variety and choice to domestic systems
    • ^ by introducing competition and potential for greater innovation
    • enhance range, quality, etc. of domestic programs
    • reduce “brain drain”
      • students can still keep in contact with homelands and participate in capacity building
      • students can still contribute to local knowledge economy
  • Similar to Fast Food Education:
    • bringing knowledge and experience to disadvantaged countries
    • increase supply of highly-skilled workers
    • reduce brain drain?
      • students would no longer have to go abroad
    • cost savings
  • Cons of Transnational Education:
    • questionable quality
      • may be short-term and unsustainable
    • commodification of education
    • irrelevant to local needs; culturally inappropriate -> devaluation of local kmowledge & cultural homogenization
    • maintaining patterns of domination
    • may worsen equity problems
      • digital divide
      • social and economic disparities
  • Similar to Fast Food Education:
  • Global classroom teacher needs:
    • culturally/globally competent
      • starts with self-awareness of own cultural norms and expectations
    • approach with acceptance and curiousity
    • recognize and respond to differences between high and low context cultures
    • adopt greater flexibility
      • use a variety of instruc-tional tools, methodologies and student/instructor roles
      • value simplicity in tools

Notes mentioning this note


Here are all the notes in this garden, along with their links, visualized as a graph.