LOCAL MEANINGS, GLOBAL SCHOOLING
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1 LOCAL MEANINGS, GLOBAL SCHOOLING
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3 LOCAL MEANINGS, GLOBAL SCHOOLING Anthropology and World Culture Theory Edited by Kathryn M. Anderson-Levitt
4 LOCAL MEANINGS, GLOBAL SCHOOLING Copyright Kathryn M. Anderson-Levitt, All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles or reviews. First published 2003 by PALGRAVE MACMILLAN 175 Fifth Avenue, New York, N.Y and Houndmills, Basingstoke, Hampshire, England RG21 6XS. Companies and representatives throughout the world. PALGRAVE MACMILLAN is the global academic imprint of the Palgrave Macmillan division of St. Martin s Press, LLC and of Palgrave Macmillan Ltd. Macmillan is a registered trademark in the United States, United Kingdom and other countries. Palgrave is a registered trademark in the European Union and other countries. ISBN DOI / ISBN (ebook) Library of Congress Cataloging-in-Publication Data Available from the Library of Congress A catalogue record for this book is available from the British Library. Design by Letra Libre, Inc. First edition: May
5 TABLE OF CONTENTS Preface vii INTRODUCTION A World Culture of Schooling? 1 Kathryn M. Anderson-Levitt PART I MINISTRIES AND SCHOOLS TRANSFORM 1. Thai Wisdom and GloCalization: Negotiating the Global and the Local in Thailand s National Education Reform 27 Susan Jungck with Boonreang Kajornsin 2. Transformations in South Africa: Policies and Practices from Ministry to Classroom 51 Diane Brook Napier 3. Teaching by the Book in Guinea 75 Kathryn M. Anderson-Levitt and Boubacar Bayero Diallo PART II TEACHERS, STUDENTS, AND PARENTS RESPOND 4. Beyond the One Best System? Developing Alternative Approaches to Instruction in the United States 99 Thomas Hatch and Meredith L. Honig 5. Resistance to the Communicative Method of Language Instruction within a Progressive Chinese University 121 Huhua Ouyang
6 6. World-Cultural and Anthropological Interpretations of Choice Programming in Tanzania 141 Amy Stambach 7. The Politics of Identity and the Marketization of U.S. Schools: How Local Meanings Mediate Global Struggles 161 Lisa Rosen PART III OUTSIDE OR BEYOND A GLOBAL CULTURE 8. World Culture or Transnational Project? Competing Educational Projects in Brazil 183 Lesley Bartlett 9. Europeanization and French Primary Education: Local Implications of Supranational Policies 201 Deborah Reed-Danahay 10. Transforming the Culture of Scientific Education in Israel 219 Kalanit Segal-Levit COMMENT The Global Model and National Legacies 239 Francisco O. Ramirez List of Contributors 255 Index 259
7 PREFACE This book grew out of long fascination with the European model of schooling and hence an interest in sociology s neo-institutionalism or world culture theory. The book also coincides with a renewed interest among anthropologists in studies of policy and hence in studies of educational reform. Many of the chapters grew out of papers presented at two symposia organized by the Committee on Transnational Education and Issues of the Council on Anthropology and Education at the 2000 and 2001 meetings of the American Anthropological Association. Other authors who shared their studies and contributed to our thinking at those sessions include Bob Herbert, Inés Dussel, Maria Paz Echeverriarza, John Napier, and Vincent Lebeta. Very special thanks go to Elsa Statzner, who organized the first symposium and who insisted that this book happen, and to Evelyn Jacob, who made extensive, insightful comments at the second symposium. Thanks, too, to Francisco Ramirez, one of the key developers of world culture theory, who let us entice him to the anthropology meetings to serve as a discussant and who has engaged eagerly in the dialogue that this book represents. conversations with him and with the authors in this book, particularly Susan Jungck, helped clarify ideas presented in the introductory chapter. Finally, I am greatly indebted to the Spencer Foundation, which not only funded the research that enabled me to investigate the transnational flow of educational reforms but also gave me the opportunity to meet some of the authors participating in this volume.
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