Local Meanings, Global Schooling

Anthropology and World Culture Theory

K. Anderson-Levitt

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English

Palgrave Macmillan
05 June 2003

Anthropology; Philosophy & theory of education; Organisation & management of education; Curriculum planning & development; Teaching of students with English as a second language (TESOL)

Is there one global culture of schooling, or many national and local cultures? Do educational reforms take school systems on diverging or parallel paths? These case studies from five continents use ethnography and history to challenge the sweeping claims of sociology's world culture theory (neo-institutionalism). They demonstrate how national ministries of education and local schools re-invent every reform. Yet the cases also show that teachers and local reformers operate within and against global models. Anthropologists need to recognize the global presence in local schooling as well as local transformation of global models.

Edited by: K. Anderson-Levitt
Imprint: Palgrave Macmillan
Country of Publication: United States
Dimensions: Height: 216mm, Width: 140mm, Spine: 14mm
Weight: 350g
ISBN: 9781403961631
ISBN 10: 1403961638
Pages: 263
Publication Date: 05 June 2003
Audience: Professional and scholarly , Professional and scholarly , Undergraduate , Undergraduate
Format: Paperback
Publisher's Status: Active

KATHRYN ANDERSON-LEVITT recently published Teaching Cultures: Knowledge for Teaching First Grade in France and the United States. She is a former editor of the Anthropology and Education Quarterly. She has published on education in France and Guinea in AEQ, Elementary School Journal, and American Ethnologist. Her work has appeared in edited volumes including Policy as Practice, (Sutton and Levinson), Women and Education in Sub-Saharan Africa (Bloch, et al.), The Cultural Production of the Educated Person, and Interpretive Ethnography of Education at Home and Abroad (Spindler).

Reviews for Local Meanings, Global Schooling: Anthropology and World Culture Theory

Anderson-Levitt has brought together a rich array of authors and case studies to show how globalizing trends and policies (such as standardized testing, or teacher autonomy) are appropriated and incorporated into the lived lives of schooling. The book is a model of scholarly engagement; it eschews polemic for a nuanced, yet critical interrogation of world culture theory's central postulates. The inclusion of an incisive final commentary by Francisco O. Ramirez, one of this theory's key proponents, attests to this engaged stance. One of the book's particular strengths is the inclusion of France, the United States, and Israel as case studies, rather than perpetuating the typical 'West and the rest' mentality of much work on globalization. --Bradley A. U. Levinson, Indiana University, author of We Are All Equal: Student Culture and Identity at a Mexican Secondary School and editor of Schooling the Symbolic Animal: Social and Cultural Dimensions of Education <br>