The Clarken Chronicles



The Policy and Politics of a Globalized Teacher Education:

Linking Educational Reform and Social History

Rodney H Clarken

School of Education

Northern Michigan University

Paper presented at the

American Association of Colleges of Teacher Education (AACTE) 64th Annual Meeting Chicago, IL

February 16-19, 2012

NOTE: Parts of this paper have been adapted from my forthcoming book, Truth, Love and Justice: A New Paradigm for Education and Its Reform. A free electronic copy of the book is available upon request at rclarken@nmu.edu.

Electronic copies of this paper can be found at or .

Abstract

This paper briefly explores the following topics: the global stage of social history, barriers to world unity and prosperity, neoliberal policies and politics in a globalized economy, education reform for a new era and teacher education association policies for global education. In addition, the following questions are considered in this paper. How do teacher educators best respond to this condition? What policies will benefit all of humanity and contribute to global prosperity? How can we develop a global vision that transcends our limited local, state and national agendas? How can we reform teacher education and education to meet the needs of a global community at this stage in social history? How do we understand our current social contexts and thoughtfully address the many challenges from a global perspective?

Introduction

Every country in the world is facing multiple challenges in this era of increasing globalization. How should they best educate their citizens and, by extension, prepare educators for their schools, with limited resources? Different contexts will require different solutions. How do the policies and politics of a globalized teacher education interact with education reform and social history? What principles and policies can help us create the best education systems required to assist individuals and societies to advance in this global age?

As knowledge and circumstances change, teacher education needs to adjust to meet these new conditions and challenges. As current ways of thinking and doing things lose effectiveness, new and better ways should be developed and adopted. This principle of change is true for every individual, community and institution in the world. Teacher education policies should be guided by global perspectives of truth, love and justice, rather than prejudice, selfishness and materialism.

Teacher educators should nurture a composite of physical, social, emotional, psychological, moral and intellectual skills and aptitudes in teacher candidates so they can do the same for their students and communities. How to do this will vary according to local needs and resources. One system will not work for all and a top down approach will be less effective than those that arise from the ground level and involve the parties affected by the policies to support the development of capacities for sustained development and well-being.

Some of the political and policy reforms being proposed seem misguided in both approach and content. The dictum “think globally, act locally” can be very helpful in finding solutions to our current problems. The teacher education programs throughout the world serve as laboratories of varied practices and theories. These diverse approaches offer opportunities to explore what works and why. We can draw on this accumulated experience and knowledge to understand and improve our teacher education programs.

The Global Stage of Social History

The world has changed dramatically in the last century and will need to change at an ever-accelerating pace in this coming century if we are to survive and flourish as a species. Outdated systems, ideas and attitudes must give way to the new needs, exigencies and requirements of this emerging global culture. We have learned how to exploit the earth’s immense resources, but have thus far failed to wield that power and those resources in a responsible and moral way. Our current social-economic-political-moral orders are defective. The challenges we face are significant.

The planet has been evolving toward a unified global community, yet we cling to defective systems of national sovereignty that are unable to address the worldwide economic, environmental, political and social problems. At this stage in human civilization, we require global legislative, executive and judicial institutions and systems that can effectively regulate world affairs to create the security and wellbeing of all the inhabitants of the planet. These changes can happen with gradual, incremental adjustments to new patterns and ways of doing things or through cataclysmic episodes.

For those who fear the coming of a new world order and a world government might reflect on the history of the United States of America. Similar concerns were expressed by those in the original thirteen colonies of the United States at the formation of a unified nation and federal government. The independent nations of the world are more interconnected and the benefits of union are greater today than they were to these colonies over two hundred years ago.

Like the individual states in the United States of America, each nation will retain certain rights and independence, while operating within a federal body that can regulate world affairs for the best interests of all. Just as the colonist expanded their concept of citizenship to a federated nation, we need to begin to see ourselves as citizens of a unified world. We have important responsibilities to play in this global age in helping usher in an era of justice, unity, peace and prosperity.

Our sense of collective loyalty must expand to include all of humanity. We do not need to sacrifice our more limited national loyalties to be part of more inclusive communities. Being a world citizen does not diminish national or state citizenship and allegiance. World cooperation will contribute to the welfare of all its members. This next stage in expanding unity in social history will positively influence all aspects of life, including education.

However, current policies and politics advantage narrow self-interests and nationalism, thereby blocking the global cooperation and unity that would protect and promote the interests of all. Earlier steps toward global cooperation in the form the League of Nations and the United Nations need to be superseded by new structures and institutions with the authority to address the problems that humanity faces at this turning point in human history.

Barriers to World Unity and Prosperity

Nationalism is one of several barriers to global unity in which educators will need to help their students and communities deal with effectively. Among the other barriers are racism, sexism, classism and materialism.

Racism has been a part of most cultures in the world and continues to be widespread. Many policies continue to perpetuate racial prejudice and discrimination. Policies of racism supported by national infrastructures have wrecked untold harm throughout the world. For example, racial policies in Germany and America have each resulted in destruction to human life. We have seen promising signs that this pernicious evil is gradually being eradicated in our world. Educators must teach the scientific facts about the oneness of humankind and not allow racist policies or practices infect their classrooms.

Sexism unfairly discriminates against one-half of the world’s population. Women play a central role in education as the primary nurturers, caretakers and educators of the world’s children. It makes sense that if the world’s women were to receive an adequate education, all of these children, as well as the entire planet, would benefit. In addition, when women are given equal education and opportunities a flood of human resources would be released to advance global well-being. Women’s voices must be heard as they will have a transforming effect on the affairs of humanity.

Classism is another great barrier to educational equity and attainment. As the ranks of the poor grow and as the middle classes lose their power, this problem can be expected to grow along with other associated social evils. Policy makers have castigated educators for their failure to remove or significantly lessen the disparities in academic achievement between the lower and high economic classes. However, when reformers have tried to educate low-income students on a large scale, they have also failed to make significant progress (Tough, 2011). Discrimination based on class is an injustice that impedes educational and societal development. Educational and economic recalibrations toward greater equity are needed.

Materialism, and its expression in free-market capitalism and unbridled consumerism, is another barrier and policy challenge to the teacher educators of the world. This materialistic ideology, which has been a prevalent feature in Western societies, is permeating the global community. It contributes to economic inequity based on race, class and gender. We have reduced people to consumers and profits and human values to market-driven needs, desires and competition. We have sacrificed human dignity for material gain and have lost the moral compass needed to help us advance as a race.

The global system is rigged in favor of the powerful and rich, maintaining their advantages in world affairs. This sacrificing of the welfare of the masses for a privileged few and of human beings to market forces is inhumane and unjust.

The richest 20 per cent earn 90 times the income of the poorest 20 per cent, consume 11 times as much energy, eat 11 times as much meat, have 49 times the number of telephones, and own 145 times the number of cars. The net worth of 500 billionaires equals the net worth of half the world population (Laszlo, 2006, p. 16).

In short, the income gap between the wealthy and the poor is at an all time high and increasing. Among other things, “there have been studies showing that growing levels of income inequality are associated with increases in crime, profound strains on households, lower savings rates, poorer health outcomes, diminished levels of trust in people and institutions” (Raskin, 2011). The world’s wealth and advantages flow more and more unfairly to the small elite of the planet while the large majority of humanity are left wanting for the necessities of life, the stability and well-being of the world worsens daily.

The equalization of rights and opportunities will allow the dispossessed to assume their rightful place in the affairs of the world. As we lessen the domination of one group over another and develop new knowledge, skills and attitudes, we will release a large reservoir of untapped potential. Currently the powerful deflect or suppress the facts of global injustices and limit discussions that might lead to greater equity.

To help counter these exploitive and repressive policies, the traditionally oppressed and neglected groups should be invited to the table to contribute to the world-reforming process. This will go far to allowing them the self-reliance, self-esteem and self-respect they have for so long been denied. It is hard to give up power and privilege. As we adapt to more compassionate and equitable attitudes and patterns of behavior and allow the oppressed to make and learn from their mistakes, they will develop the capacity and confidence to be active contributors to the development of the planet.

Concomitant with these significant societal problems is the general breakdown of the social and moral orders of communities and institutions, from marriages and families to the widespread corruption at all levels of society, has greatly affected schools and education. The sense of responsibility, shame and moral uprightness need for societies to advance has eroded. We have become self-righteous and apathetic. We seek to be entertained rather than educated and eschew the discipline and self-sacrifice needed for growth. The “good” life has come to mean being materially rich rather than living in a spiritually fulfilling way.

Neoliberal Policies and Politics in a Globalized Economy

The policies and politics of the world increasingly reflect neoliberal values that are having a negative impact on education (Weiner, 2011). Neoliberalism is a neoconservative ideology to liberalize the economic system through governmental deregulation. Its effect has been to increase income inequality using so-called supply-side and trickle-down economics. Neoliberal policies have been forced on many nations to open their financial regulations and banking systems to compete with the United States, the dominant economy and sole super power in the world (Gowan, 1999).

Neoliberalism, as a market-driven approach to economic and social policy, promotes the transfer of the economy from the public to the private sector. Neoliberals believe governments should improve the economy through private enterprise, which they believe runs things more efficiently, maximizes profits and opens markets. They believe corporations and businesses, left alone, will self regulate and do what is in the best interests of the community and individuals with whom it interacts.

These policies promote individual competition, profit, greed and privatization. Tax breaks and financial incentives are given to the very wealthy individuals and corporations, while funding for education and other service for the public good are cut. The poor and disenfranchised throughout the world are being exploited by these policies, which give advantages to the wealthy and powerful. As the gap between the poor and the wealthy increases, the stability and welfare of the world decreases.

If the United States was to reduce its income inequality to something like the average of the four most equal of the rich countries (Japan, Norway, Sweden, and Finland) the proportion of the population feeling they could trust others would rise by 75 per cent—presumably with matching improvements in the quality of community life; rates of mental illness and obesity might similarly each be cut by almost two-thirds, teenage birth rates could be more than halved, prison populations might be reduced by 75 per cent, and people could live longer while working the equivalent of two months less per year (Wilkinson and Pickett cited in Marsh, 2011, p. 62-63).

According to the neoliberal viewpoint, education should also be privatized to make it more efficient, accountable and cost-effective; however, Goldin and Katz identified the “virtues” of public funding, public provision and separation of church and state as instrumental in advancing U.S. education. They also credit the basic egalitarian and democratic policies of the decentralized system, an open structure allowing girls an education and forgiveness of past failures as contributing factors (2008).

Education Reform for a New Era

Education, like humanity, is an evolutionary process, both individually and collective, in that we make adaptations to our environments and develop progressive coping skills. Humanity collectively is going through a period that is analogous to an individual transitioning from adolescence to adulthood. It is a turbulent time where the qualities that characterized youth are transcended by more mature traits. As we advance, all people need to be enabled to participate in this world-transforming process as equal partners. Education that does not prepare individuals for the emerging united world culture will become obsolescent.

Teacher educators cannot eliminate nationalism, racism, sexism, classism or the many other destructive social policies, but they can go far to removing prejudice and discrimination in their classrooms and candidates. These social and moral diseases afflict the whole body of humankind and are vital issues for society and education to tackle. Different countries have chosen to deal with these issues in diverse ways, but teacher educators throughout the world should work to see that they champion the principles of social and economic justice. Their moral responsibility to their students and society can counteract some of the corrupt policies and practices that exist in their communities.

Education organized around the guiding principles of truth, love and justice will organically develop and contribute to the advancement of civilization. Ignorant, uncaring and apathetic individuals, groups and organizations filled with lies, hate and injustice are destructive. Education of the whole person, mind, heart and will, to meet the changes and chances of life will lead to unification of humanity and establish justice and peace. Educators may need to do more to help their communities understand and address their problems and challenges. They can encourage healthy physical, mental, emotional, moral and spiritual development by working with parents, families, communities and governments.

The welfare of each of these social bodies affects both schools and their students. They each should do their best to address the neglect, abuse, poverty, deprivation, hunger, inequities, injustices and sickness from which their communities suffer. These social and material problems are closely tied to ethical values and moral principles. Knowledge is needed, but not sufficient to change the entrenched attitudes and practices in our world or solve its problems. The values of compassion and fairness will be needed to help regulate interactions and affairs so that unified progress can emerge in the midst of diverse individual, communities and institutions.

Educational policies and systems should improve the lives of affected communities as they help all understand, unify and serve others. They should help people to develop self-control and self-mastery of their thinking, feeling and acting capacities so that they can lead meaningful and productive lives. Through this human resource development and capacity-building process, the political, cultural and economic institutions and structures of which they are a part will also be gradually improved. Teacher educators can cultivate these capacities in teachers to facilitate this needed transformation.

Currently, education is seen in an economic context and global competition is the primary directive. Policy reforms seem to be fueled by economic concerns for which politicians are holding education responsible. When the economy is bad, education is blamed for its failure to compete in the global economy. “All too often, those who promote education as a solution to entrenched economic (or racial) inequalities do so, whether consciously or not, as a way to absolve themselves of the policies that create those inequalities in the first place” (Marsh, 2011, p. 116).

Not only do teachers face blame for not being able to compete globally, they face funding cuts from governments trying to deal with their growing economic problems. These cuts and policies severely threaten the well-being of education and the future. Education must be freed from this economic viewpoint and its capacities for transforming individuals and communities emphasized.

At this stage in social evolution, education must be seen as a fundamental human right that should be extended to all people. Education policies should focus on providing a greater equality of opportunity for all to realize their potential. All people, high and low, must be invited to participate actively in this process of building capacity for individuals and societies so they can take charge of their ongoing development.

Teacher Education Association Policies for Global Education

Some teacher education associations have policies that help in transitioning to the coming age of globalized education. The need for a global perspective in teacher education is recognized by such bodies as the National Council for the Accreditation of Teacher Education (NCATE). It defines a global perspective as an “understanding of the interdependency of nations and peoples and the political, economic, ecological, and social concepts and values that affect lives within and across national boundaries. It allows for the exploration of multiple perspectives on events and issues” (NCATE, 2012).

The world is one interdependent whole. Our social history can be understood as a process of civilization building starting with the basic socio-political unit of the family. These social structures grew to be more encompassing, evolving to clans then to tribes, followed by city-states and now nations. The next stage in human community building is world unity. Our social, political, ecological and economic welfare depend on successfully developing policies that recognize and promote the oneness and wholeness of the human race. Being able to see the world’s problems through multiple perspectives will greatly enrich our capacity to advance civilization.

The newly formed Council for the Accreditation of Educator Preparation (CAEP), a consolidation of the National Council for the Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC), has recently created an advisory group on policies, procedures and priorities related to international activities. Those policies will need to address the global interrelatedness and moral nature of our problems. By giving priority to the policies based on truth, love and justice, we will build the needed individual and collective capacity and clarity to solve our pressing problems poverty, disease, hunger and violence. I encourage this advisory group to seek participation in this process from as broad a range of people as is reasonable, especially from those who will be involved in implementing its decisions.

The American Association of Colleges of Teacher Education (AACTE), whose mission is to “promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel” (2012), has several policies and resolutions relating to global matters. Resolution 33 states:

33. Whereas the world is characterized by great racial, ethnic, and cultural diversity, so teachers must have a firm knowledge of multicultural education, moral dilemmas, and ethical conflicts that affect the lives of their students and the lives of people throughout the world.

Be it resolved that:

The AACTE call on its member institutions to adopt multicultural education curricula that focus on the preparation of teachers who are able to integrate the history and culture of ethnic and racial groups into their teaching practice including social, economic, and pedagogical issues and concerns as well as moral and ethical dilemmas;

Be it further resolved that:

The AACTE urge member institutions to adopt proactive policies and practices that promote civic responsibility, human rights, and social justice (2009).

Social justice depends on finding a proper balance between the rights and responsibilities of the individuals and institutions and the communities of which they are a part. Policies, practices and pedagogy that balance the individual and collective rights and responsibilities in a moral and ethical manner will set a pattern for society to create social harmony and unity. The great diversity of the world can contribute to an enriched vision and discussion that can help lead to creative solutions for our global problems. Our policies must be lead to greater knowledge, skill and will needed to help solve our moral and ethical dilemmas.

Resolution 44 of AACTE reads:

46. Whereas the AACTE recognizes the global nature of education and the interdependence of education professionals;

Whereas the AACTE recognizes its role, as one of several national and international teacher education organizations in the world, in promoting quality teacher education in all settings;

Whereas the AACTE is in a position to foster international collaboration in teacher education.

Be it resolved that:

The AACTE promote inclusion of a global perspective into policies and programs associated with the preparation of all education professionals.

The AACTE foster cooperative efforts among teacher education associations and teacher preparation institutions around the world.

The AACTE encourage and support international initiatives and activities among member institutions to ensure that graduates have the opportunity to network with those of other cultures and perspectives via technological and other avenues, gain a global perspective through their education, and are prepared to teach in multicultural settings (2011).

The resolve of AACTE to promote policies and programs and to foster collaboration and cooperation with a global perspective is praiseworthy and forward-looking. Recognizing the interdependence of education professionals and contributing resources, technology and frameworks to further the globalization of teacher education and educators elevates AACTE’s mission to a worldwide arena. Global awareness, concepts, vision, cooperation and purpose are needed for global society, unity, ethos and development.

For those who would like a more extensive discussion on other policies and practices that will help education to be more multicultural and global, see Clarken (1991) and Wahlstrom & Clarken (1992). The barriers among peoples are being overcome with advances in knowledge, technology and rights. We are being brought together, whether we like it or not, and teacher educators can play a significant role in that process.

Conclusion

In short, the fundamental solution to most of the social problems we face at this stage in history is a recognition of the oneness and unity of the human race that appreciates and preserves the diversity of all its people. As communication, education and transportation bring us closer together, the world will become more united in all aspects of its functioning. The challenge that faces humanity at this present stage is not scientific, technical or material; it is at base a moral, ethical and spiritual problem. Though we have the science, technology and resources to address the world’s problems in a way that could benefit all humankind, we lack the will and heart to do so. As a result, millions die of starvation and disease while more than enough food and medicine exists for all to be healthy.

Teacher education, and, by extension, education in general, can and should improve, but they should not bear the blame for the economic, social, moral and political problems its communities face. Education did not cause these problems, and it cannot solve them, but it can help address them. Wrong-headed policies put upon education by politicians will further harm the educational process. When policy makers fail to support education morally and financially and hold schools and teachers responsible for solving the problems of society, they are setting them up for failure.

As education is primarily a government supported, controlled and sponsored activity, their policy decisions are felt very directly. Politicians not only control the funding and laws regulating education, they influence public opinion and other matters affecting schools and teachers. Unless the governments involve their citizens in addressing educational problems at the grassroots, the masses will not develop the capacity and confidence needed for ongoing development. In this way, education reform can play a part in helping us usher in an age of global equity, unity, peace and prosperity.

The education of human beings involves complexities beyond the reach of current policies to accurately determine and measure them. It involves the heart, mind and will of every person on this planet. Though we are living in diverse multifaceted communities and institutions, we are all connected and affect one another. We cannot expect to reform the individual, institution or community without that reform affecting all the others. Solutions that may work in one area may not translate well into diverse educational settings; therefore, it is essential that grassroots involvement be encouraged.

Individuals, communities and nations that are more educated generally do better than less educated ones; therefore, improving education is one of the most fundamental tools for advancing human welfare. Teachers are responsible to provide this high service to their students and society who should support their teachers. Education will not be successful without this two-way flow of service and support. The rights of each must be preserved and upheld. Truth, love and justice should be the ruling principles in both schools and society, not profit.

References

American Association of Colleges of Teacher Education (AACTE). (2009). Resolutions of the AACTE membership, #33. AACTE Retrieved from .

American Association of Colleges of Teacher Education. (2011). Resolutions of the AACTE membership, #46. AACTE Retrieved from .

American Association of Colleges of Teacher Education. (2012). Who are we. Retrieved from

Clarken, R. (1991, April). Multicultural and global education.  Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Retrieved from

Goldin, C. & Katz, L. (2008). The race between education and technology. Boston: Harvard University Press.

Gowan, P. (1999). The global gamble: Washington's Faustian bid for world dominance. London: Verso.

Laszlo, E. (2006). The chaos point: The world at the crossroads. Charlottesville, VA: Hampton Roads Publishing.

Marsh, J. (2011). Class dismissed: Why we cannot teach or learn our way of inequality. New York: Monthly Review Press.

National Council for the Accreditation of Teacher Education (NCATE). (2012). NCATE glossary. Retrieved from

Raskin, S. B., (2011). As income gap balloons, is it holding back growth? National Public Radio All Things Considered transcript, July 10, 2011. Retrieved from

Tough, P. (2011). No, seriously: No excuses. New York Times, July 7, 2011. Retrieved from ?

Wahlstrom, M., & Clarken, R. (1992, April). Preparing teachers for education that is multicultural and global.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA. Retrieved from

Weiner. L. (2011). Neoliberalism global reconstruction of schooling, teachers’ work, and teacher education. In Tozer, S., Gallegos, B., Henry, A., Greiner, M., & Price, P. Handbook of Research in the Social Foundations of Education. New York: Routledge.

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