Abstract
In academic circles there is a great deal of debate regarding the nature and the meaning of globalisation. There are writers who claim that globalisation ”constitutes a new and specific relationship between Nation States and the global economy” (Dale, 2007, p. 48) through which “national governments are forced to seek the modernisation of their national economies […] and to strengthen their national welfare systems’ capacity for international competition“ (Ibid., p. 49). Whichever definition is preferred for globalisation and the geographical-temporal coordinates of its origin, there seems to be no consensus regarding whether the globalisation process has a unifying and homogeneous impact on the different countries subjected to its influence or whether, to the contrary, the effect tends to result in the diversification of national politics.
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García Ruiz, M.J. (2012). Pedagogical and Epistemological Paradigms in the University in the Era of Globalisation. In: Wikander, L., Gustafsson, C., Riis, U. (eds) Enlightenment, Creativity and Education. Comparative Education Society in Europe, vol 19. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-052-1_5
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