Abstract
Modern educational structures and systems are largely a product of the nation-state. As scholars have reflected (Green 1997; Spring 2002), the schools that we have inherited in the twenty-first century were designed within national boundaries, and with national purposes – economic, political, and social – as the highest priority. Thus, schools were, and in many cases today, still are, one of the most significant locales in which young people learn what it is to be an “x” – either formally, through what is explicitly taught, or informally, through adapting to the practices that structure daily life (McDonald 2002). Despite the historic strength of the relationship between a nation and its schools, significant fissures are emergent. As is clear from the abundance of scholarly literature produced within the past two decades, the processes of globalization have spawned multiple forces – privatization, hypercapitalism, neo-liberalism, among others – that have begun to weaken the tight bond between the states and educational systems.
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Notes
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An emergent example of this may be flashmobs. Though still only a few months old, and thus undeveloped, they have the potential to create new spaces of identification. See flashmobs.com for a history and description.
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See Lauren Berlant (1993).
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David, S., Dolby, N., Rizvi, F. (2010). Globalization and Postnational Possibilities in Education for the Future: Rethinking Borders and Boundaries. In: Zajda, J. (eds) Global Pedagogies. Globalisation, Comparative Education and Policy Research, vol 12. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3617-9_3
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