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Palgrave Macmillan

Local Meanings, Global Schooling

Anthropology and World Culture Theory

  • Book
  • © 2003

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Editors:
  1. Kathryn M. Anderson-Levitt
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Table of contents (12 chapters)

  1. Front Matter

    Pages i-vii
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  2. Introduction

    1. A World Culture of Schooling?

      • Kathryn M. Anderson-Levitt
      Pages 1-26

  3. Ministries and Schools Transform

    1. “Thai Wisdom” and Glocalization

      • Susan Jungck, Boonreang Kajornsin
      Pages 27-49

    2. Transformations in South Africa

      • Diane Brook Napier
      Pages 51-74

    3. Teaching by the Book in Guinea

      • Kathryn M. Anderson-Levitt, Boubacar Bayero Diallo
      Pages 75-97

  5. Outside or Beyond a Global Culture

    1. World Culture or Transnational Project?

      • Lesley Bartlett
      Pages 183-200

    2. Europeanization and French Primary Education

      • Deborah Reed-Danahay
      Pages 201-218

    3. Transforming the Culture of Scientific Education in Israel

      • Kalanit Segal-Levit
      Pages 219-238

  6. Comment

    1. Toward a Cultural Anthropology of the World?

      • Francisco O. Ramirez
      Pages 239-254

  7. Back Matter

    Pages 255-263
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Keywords

About this book

Is there one global culture of schooling, or many national and local cultures? Do educational reforms take school systems on diverging or parallel paths? These case studies from five continents use ethnography and history to challenge the sweeping claims of sociology's world culture theory (neo-institutionalism). They demonstrate how national ministries of education and local schools re-invent every reform. Yet the cases also show that teachers and local reformers operate 'within and against' global models. Anthropologists need to recognize the global presence in local schooling as well as local transformation of global models. This is a collection that scholars in the field of the anthropology of education will not want to be without.

Reviews

'All the contributors are of an exceptionally high standard and are of equal interest to anthropologists and specialists with an interest in comparative education.' - C.W.Watson, British Journal of Educational Studies

About the authors

LESLEY BARTLETT, Teachers College, Columbia University BOUBACAR BAYERO DIALLO, Université de Conakry and Université de Québec à Montréal DIANE BROOK NAPIER, University of Georgia THOMAS HATCH, Carnegie Foundation for the Advancement of Teaching SUSAN JUNGK, National-Louis University BOONREANG KAJORNSIN, Kasetsart University, Bangkok JOHN D. NAPIER, University of Georgia HUAHUA OUYANG, Guangdong University of Foreign Studies FRANCISCO O. RAMIREZ, Stanford University DEBORAH REED-DANAHAY, University of Texas-Arlington LISA ROSEN, University of Chicago KALANIT SEGAL-LEVIT, Haifa University AMY STAMBACH, University of Wisconsin, Madison

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