Changing Education: Leadership, Innovation and Development by Peter D. Hershock, Mark Mason, John N. Hawkins

By Peter D. Hershock, Mark Mason, John N. Hawkins

Most modern academic structures and courses are proving insufficient at assembly the call for of quick altering societies in view that they've got not often advanced and built with the days. This booklet bargains insights into the results of globalization for the management of academic switch. Its concentration isn't really on doing issues higher, yet on doing greater issues; now not on doing issues correct, yet on doing the ideal issues to organize scholars for a quick altering, interdependent international.

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Additional resources for Changing Education: Leadership, Innovation and Development in a Globalizing Asia Pacific (CERC Studies in Comparative Education)

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Anthony Giddens points to other changes in important social institutions arising from contemporary globalization. Family structure has, for example, been strained by the rapid changes associated with globalization, a situation exacerbated by wide-spread labor migration. He points to changes in customary marriage age, in the social roles of elders, and in levels of divorce as cases in point. Globalization has produced a discourse on the role of women, especially in the context of family structure, which is entirely novel in our history.

An individual in the Confucian tradition of personhood, Wang 24 Peter D. Hershock, Mark Mason & John N. ’ As individuals, we relate with others and these relationships are integral to the process of personal cultivation. Readers more familiar with Western philosophical traditions might recognize in Wang’s discussions of personal cultivation within and in relationship to the family, the village, the nation, and ultimately, the world, similarities to communitarian perspectives on the nature of the self.

Her chapter concludes with a call for an inter-space of educational leadership in which creativity can flow from interconnections within and without. For Wang, such an inter-space values conflict and dissonance as potentially constructive. Openness to difference is, in her view, what we need to form a complex, dynamic, and equitable network of relationship and creativity. An inter-space supports meaningful interconnections both within the self and across the globe. New patterns of educational leadership situated in such a space express a fluidity of movement beyond any predetermined procedures, at once extending the Way or Dao of teaching/learning while forming new educational directions.

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