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Globalisation & Education:Globalisation & Education:remaking schools in new remaking schools in new

timestimes

Presented by Professor Allan LukePresented by Professor Allan Luke

Nanyang University, SingaporeNanyang University, Singapore

Queensland University of Technology, Queensland University of Technology, Brisbane, AustraliaBrisbane, Australia

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the educational issuesthe educational issues social cohesion/collectivism and individual social cohesion/collectivism and individual

competitivenesscompetitiveness rote reproduction/autonomous, independent rote reproduction/autonomous, independent

thoughtthought respect for authority, teachers, respect for authority, teachers,

traditions/critical thinkingtraditions/critical thinking risk aversion/risk takingrisk aversion/risk taking exam/test/product – knowledge in and for exam/test/product – knowledge in and for

itselfitself excellence at the top/improvement for all excellence at the top/improvement for all technical knowledge/aesthetics, beautytechnical knowledge/aesthetics, beauty

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themesthemes

globalisation – ‘new times’globalisation – ‘new times’ basic policy responsesbasic policy responses queensland ‘new basics’/singapore queensland ‘new basics’/singapore

pedagogy pedagogy pedagogy as the core businesspedagogy as the core business issues of teacher capacity: issues of teacher capacity:

policy/practicepolicy/practice remaking teacher educationremaking teacher education

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globalisation = new globalisation = new eduscapeseduscapes

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

world kids: hybridity, linguistic/cultural diversity, youth world kids: hybridity, linguistic/cultural diversity, youth cultures cultures

new forms of work and leisurenew forms of work and leisure new disciplinary/transdisciplinary fields and growth of new disciplinary/transdisciplinary fields and growth of

knowledge knowledge new technologies – multiliteracies for learning new technologies – multiliteracies for learning new life pathways, life trajectoriesnew life pathways, life trajectories

fundamentalist response: haven, security, moral fundamentalist response: haven, security, moral anchorsanchors

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

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normative agenda for 21normative agenda for 21stst century literacycentury literacy

Multimodal/Multiliteracies: that Multimodal/Multiliteracies: that involve problem solving, analysis and involve problem solving, analysis and repertoires of practice using print and repertoires of practice using print and visual, digital and face-to-face media visual, digital and face-to-face media in combinations that can be applied to in combinations that can be applied to new civic, media, and workplace new civic, media, and workplace contextscontexts

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western policy responsewestern policy response

deregulate schools: localisation, flexibility, deregulate schools: localisation, flexibility, clients and business management modelsclients and business management models

steer via ‘performance indicators’: testing steer via ‘performance indicators’: testing tyler rationale: add more curriculum outcomestyler rationale: add more curriculum outcomes more add on/‘pull out’ remediation of more add on/‘pull out’ remediation of

diversity/differencediversity/difference teacher proofing via multinational textbook teacher proofing via multinational textbook

market market teacher as consumer and ‘scripted’ product user teacher as consumer and ‘scripted’ product user research as product/market research: the ‘gold research as product/market research: the ‘gold

standard’ of field experimentstandard’ of field experiment privitisation/outsourcing of teacher education privitisation/outsourcing of teacher education

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Terminologies/definitionsTerminologies/definitions

CRITICAL LITERACIES: That involve CRITICAL LITERACIES: That involve second guessing, criticising, second guessing, criticising, reconstructing and arguing with a reconstructing and arguing with a range of texts, discourses and designs range of texts, discourses and designs – and understanding their sources, – and understanding their sources, production and power relationsproduction and power relations

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PROBLEM SOLVING/COLLABORATIVE PROBLEM SOLVING/COLLABORATIVE WORK: that entails collaborative WORK: that entails collaborative reading, writing and decision making reading, writing and decision making in literacy events within and across a in literacy events within and across a broad range of community, civic and broad range of community, civic and workplace contextsworkplace contexts

Terminologies/definitionsTerminologies/definitions

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INTERCULTURAL AND TRANSCULTURAL INTERCULTURAL AND TRANSCULTURAL COMMUNICATIONS: that involve COMMUNICATIONS: that involve negotiating and solving problems negotiating and solving problems across cultures and languages, and across cultures and languages, and engaging in residual and emergent engaging in residual and emergent traditions within traditional, popular, traditions within traditional, popular, mass and institutional culturesmass and institutional cultures

Terminologies/definitionsTerminologies/definitions

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GLOBAL/LOCAL ANALYSES: involve the GLOBAL/LOCAL ANALYSES: involve the application of technical/scientific and application of technical/scientific and moral/ethical understandings in moral/ethical understandings in relation to economies, cultures and relation to economies, cultures and histories near and far, diversities of histories near and far, diversities of knowledge interests and their knowledge interests and their conflicting analyses and interestsconflicting analyses and interests

Terminologies/definitionsTerminologies/definitions

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Queensland new basicsQueensland new basics

What about new economies, cultures What about new economies, cultures and technologies?and technologies?

How do we develop assessment to How do we develop assessment to achieve authentic educational, social achieve authentic educational, social and cultural outcomes? and cultural outcomes?

Who is the new worker/citizen? And Who is the new worker/citizen? And what are the new life pathways?what are the new life pathways?

What might a ‘futures’ school look What might a ‘futures’ school look like? like?

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principles of new basicsprinciples of new basics

Less is more: teachers need to do fewer Less is more: teachers need to do fewer things with more depththings with more depth

Higher intellectual demand plus basicsHigher intellectual demand plus basics ‘‘Connectedness to world’: relevance of Connectedness to world’: relevance of

practice for ‘at risk’ youthpractice for ‘at risk’ youth Alignment: the message systems of Alignment: the message systems of

curriculum, assessment and pedagogy need curriculum, assessment and pedagogy need to ‘fit’to ‘fit’

Pedagogy: the core business, not testing or Pedagogy: the core business, not testing or curriculum reformcurriculum reform

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Pedagogy as core businessPedagogy as core business

ENABLING POLICY: RESOURCE FLOWS

SCHOOL ORGANISATIONAL CAPACITY

CLASSROOM PEDAGOGY

STUDENT OUTCOMES

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alignment of the message alignment of the message systemssystems

Pedagogy

curriculum

assessment

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4 new curriculum organisers4 new curriculum organisers

life pathways and social futures: who am I life pathways and social futures: who am I and where am I going?and where am I going?

multiliteracies and communications: how multiliteracies and communications: how do I make sense of and communicate with do I make sense of and communicate with the world?the world?

active citizenship: what are my rights and active citizenship: what are my rights and responsibilities in communities, cultures responsibilities in communities, cultures and economies?and economies?

environments and technologies: how do I environments and technologies: how do I describe, analyse and shape the world describe, analyse and shape the world around me?around me?

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Rich tasksRich tasks

Year 3, 6, 9 – 8 ‘rich tasks’ – system wide Year 3, 6, 9 – 8 ‘rich tasks’ – system wide projects required of all students:projects required of all students:

Intellectually demandingIntellectually demanding MultidisciplinaryMultidisciplinary Of community/cultural/economic relevanceOf community/cultural/economic relevance Co-curricular planning by teachers across Co-curricular planning by teachers across

year levelsyear levels Assessment panels of teachers, Assessment panels of teachers,

community memberscommunity members

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sample year 4 taskssample year 4 tasks

Design a personal webpageDesign a personal webpage Presenting a story in music, dance, Presenting a story in music, dance,

writingwriting Creation of a craft, toy, artwork for public Creation of a craft, toy, artwork for public

displaydisplay Multimedia presentation on endangered Multimedia presentation on endangered

plant or animalplant or animal

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Year 7 rich tasksYear 7 rich tasks

Design a personal health planDesign a personal health plan Design a travel itinerary for a visitorDesign a travel itinerary for a visitor Record and present an oral historyRecord and present an oral history Design and display a productDesign and display a product Develop and organise a community Develop and organise a community

cultural performancecultural performance Develop a model of the solar systemDevelop a model of the solar system

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Year 9 tasksYear 9 tasks

Plan a strategy for an export Plan a strategy for an export commoditycommodity

Design a buildingDesign a building Analyse and adapt the shape of man-Analyse and adapt the shape of man-

made objectmade object Personal career development planPersonal career development plan Video documentary on national identityVideo documentary on national identity Community development action planCommunity development action plan

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Pedagogy: creating school-Pedagogy: creating school-based professional learning based professional learning

communitiescommunities Teachers encouraged to plan units Teachers encouraged to plan units

across years togetheracross years together Teachers trained in ‘productive Teachers trained in ‘productive

pedagogies’ – model for co-teaching, pedagogies’ – model for co-teaching, coding, observing each othercoding, observing each other

Teachers formed panels to meet, Teachers formed panels to meet, judge, assess rich tasksjudge, assess rich tasks

Muliteracies pedagogy: immersion, Muliteracies pedagogy: immersion, study of designs, redesignstudy of designs, redesign

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Results in 36 schoolsResults in 36 schools Student motivation and engagement increasedStudent motivation and engagement increased ‘‘Middle years’ higher order slump in achievement Middle years’ higher order slump in achievement

was stoppedwas stopped Rich tasks pushed intellectual/demand, higher Rich tasks pushed intellectual/demand, higher

order, depth work above mean levels order, depth work above mean levels Project oriented work does not lead to fall offs in Project oriented work does not lead to fall offs in

basic skillsbasic skills Community accountability and engagement Community accountability and engagement

enhancedenhanced Overall improved educational effects in indigenous Overall improved educational effects in indigenous

and socioeconomically at risk schoolsand socioeconomically at risk schools Teacher development around pedagogy can Teacher development around pedagogy can

mobilise schools mobilise schools Collateral effects: renewal of school-based Collateral effects: renewal of school-based

curriculum development and assessment expertise curriculum development and assessment expertise within systemwithin system