Cultural Studies of Science Education

, Volume 5, Issue 2, pp 315–324

Exploring how globalization shapes education: methodology and theoretical framework


DOI: 10.1007/s11422-010-9257-7

Cite this article as:
Pan, S. Cult Stud of Sci Educ (2010) 5: 315. doi:10.1007/s11422-010-9257-7


This is a commentary on some major issues raised in Carter and Dediwalage’s “Globalisation and science education: The case of Sustainability by the bay” (this issue), particularly their methodology and theoretical framework for understanding how globalisation shapes education (including science education). While acknowledging the authors’ contribution to the literature on globalisation and education, it questions the degree to which their analysis captures and explains how globalisation shapes science education, and examines how the research can be complemented by altering its methodology and expanding its theoretical framework.


GlobalisationNeoliberalismDecentralizationThe Nation State


本文回應 Carter 和 Dediwalage 在《全球化和科學教育:可持續發展海濱個案研究》(本期)一文中所提出的幾個主要問題, 特別探討其研究全球化如何影響教育(包括科學教育)這一問題時所運用的研究方法和理論框架。 該個案研究豐富了研究全球化和教育問題的文獻資料,但是其資料分析在多大程度上能說明和解釋全球化如何影響教育呢? 本文認為, 若轉換研究方法並基於更寬泛的理論框架,其資料分析的結果將有更有趣的發現。



Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Department of Social Sciences, Faculty of Arts and SciencesThe Hong Kong Institute of EducationHong KongChina