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System of Interaction Between Global Education and the National System of Education: A Social Tension Zone

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Intercultural Studies in Higher Education

Part of the book series: Intercultural Studies in Education ((ISE))

Abstract

The globalization of education has been ongoing for centuries. Conventionally, there are several steps to this process. The first step of globalization was the division of education into academic subjects—something that happened in all countries. The second step was the formation of some uniform structure in terms of educational institutions. The third step was the unification of national education systems in form, method, and content. At first, the steps of a national education system retain their cultural characteristics—consistent with their historical evolution. Such characteristic features mirror the economy and politics of a country. The final step has an aggressive effect on national education systems, leveling and erasing specific and unique features. This study focuses on three case studies: two in Latin American (Brazil and Chile) and one in Eurasian Russia. These different locations allow a glimpse of identities and differences. In this study we examine the term “local” from the standpoint of national higher education systems.

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Notes

  1. 1.

    The World Bank Group comprises the International Bank for Reconstruction and Development (IBRD), the International Finance Corporation (IFC), the Multilateral Investment Guarantee Agency (MIGA), the International Development Association (IDA), the ICSID for International Dispute Resolution and, more recently, coming under the Bank’s coordination, the WEF (World Environment Fund).

  2. 2.

    Contingencies include the process by which financial loans granted by international organizations are conditional on the implementation of reforms in macroeconomic policy and sectoral policies in light of the corporate capital project. See Leher (1999).

  3. 3.

    For an analysis of the WB’s performance in educational policies in Brazil in the 70s and 90s, see Fonseca (1998), McNeely (1995), Leher (1999), and Gentili (2001), among others.

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Authors and Affiliations

  1. People’s Friendship University of Russia (RUDN University), Moscow, Russia

    Svetlana A. Sharonova & Natalia S. Erokhova

  2. Centro de Estudios Avanzados, Universidad de Playa Ancha (UPLA), Valparaíso, Chile

    María Angélica Oliva

  3. Universidade Estadual Paulista “Júlio de Mesquita Filho” (UNESP), São Paulo, Brazil

    Márcia Lopes Reis

Authors
  1. Svetlana A. Sharonova
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  2. Natalia S. Erokhova
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  3. María Angélica Oliva
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  4. Márcia Lopes Reis
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Correspondence to Márcia Lopes Reis .

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Editors and Affiliations

  1. Faculty of Education, University of Brasília, Brasília, Brazil

    Ana Maria de Albuquerque Moreira

  2. Université Bourgogne Franche-Comté and IREDU, Dijon, France

    Jean-Jacques Paul

  3. Faculty of Education, University of Sydney , Sydney, NSW, Australia

    Nigel Bagnall

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Sharonova, S.A., Erokhova, N.S., Oliva, M.A., Reis, M.L. (2019). System of Interaction Between Global Education and the National System of Education: A Social Tension Zone. In: de Albuquerque Moreira, A., Paul, JJ., Bagnall, N. (eds) Intercultural Studies in Higher Education. Intercultural Studies in Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-15758-6_3

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  • DOI: https://doi.org/10.1007/978-3-030-15758-6_3

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