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dc.contributor.authorPapastephanou, Mariannaen
dc.contributor.authorChristou, Mirandaen
dc.contributor.authorGregoriou, Zeliaen
dc.creatorPapastephanou, Mariannaen
dc.creatorChristou, Mirandaen
dc.creatorGregoriou, Zeliaen
dc.description.abstractIn this article, we set out from the challenge that globalising synchronisation – usually exemplified by Organization for Economic Cooperation and Development and World Bank initiatives – presents for education to argue that the time–space compression effected by globalisation must educationally be dealt with with caution, critical vigilance and a broadening of educational theoretical outlooks. We focus on the demands this raises upon the teacher as a researcher and a critical thinker and claim that meeting such demands presupposes some curricular enrichment of teacher education. We suggest two theoretical frameworks that can effect such enrichment and be made relevant to a critique of the globalising educational synchronisation, namely, the charge of developmentalism and the capabilities approach (Sen, Nussbaum) to equality. We conclude with some indications of the need for a reformulated notion of cosmopolitanism that should be contrasted with those globalising practices that often appear in cosmopolitan guise.en
dc.sourceGlobalisation, Societies and Educationen
dc.titleGlobalisation, the challenge of educational synchronisation and teacher educationen
dc.description.endingpage84Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and EducationΤμήμα Επιστημών της Αγωγής / Department of Education
dc.description.notesCited By :1en
dc.source.abbreviationGlobalisation Soc.Educ.
dc.contributor.orcidPapastephanou, Marianna [0000-0002-7304-9249]

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