TY - JOUR
T1 - The institutionalization of a global educational community
T2 - The impact of imposition, invitation and innovation in the Gulf Cooperation Council (GCC)
AU - Wiseman, Alexander W.
N1 - Publisher Copyright:
© 2018 Charles University in Prague - Karolinum Press. All rights reserved.
PY - 2010
Y1 - 2010
N2 - How does world culture impact the development of educational policy in the Gulf Cooperation Council countries? This paper begins by describing the ways that the development of the educational system in the GCC is shaped by the global community, and further impacted by the emergence of a global education governance structure. Legitimizing transnational actors frame national, regional and local policy options in GCC countries, which lead to a “global” perspective being the chief priority in GCC educational policymaking often in spite of regional and local needs. However, the global discourse has limits in GCC countries because of the unique ideological traditions of Arab and Muslim culture. Therefore, while ideological discourses frame education policy at each level in GCC countries based on international norms and values for both education and society, educational policy and reform balances these international norms and values with traditional and conservative norms and values. This paper concludes by analyzing how Western rhetoric is harmonized with Arab and Muslim norms and values with seemingly little contradiction and little educational impact as well in the GCC countries’education systems.
AB - How does world culture impact the development of educational policy in the Gulf Cooperation Council countries? This paper begins by describing the ways that the development of the educational system in the GCC is shaped by the global community, and further impacted by the emergence of a global education governance structure. Legitimizing transnational actors frame national, regional and local policy options in GCC countries, which lead to a “global” perspective being the chief priority in GCC educational policymaking often in spite of regional and local needs. However, the global discourse has limits in GCC countries because of the unique ideological traditions of Arab and Muslim culture. Therefore, while ideological discourses frame education policy at each level in GCC countries based on international norms and values for both education and society, educational policy and reform balances these international norms and values with traditional and conservative norms and values. This paper concludes by analyzing how Western rhetoric is harmonized with Arab and Muslim norms and values with seemingly little contradiction and little educational impact as well in the GCC countries’education systems.
KW - Gulf Cooperation Council (GCC) Education policy World culture Education governance Transnational actors
UR - http://www.scopus.com/inward/record.url?scp=84901388714&partnerID=8YFLogxK
U2 - 10.14712/23363177.2018.124
DO - 10.14712/23363177.2018.124
M3 - Article
AN - SCOPUS:84901388714
VL - 4
SP - 21
EP - 40
JO - Orbis Scholae
JF - Orbis Scholae
SN - 1802-4637
IS - 2
ER -