Globalisation and Pedagogy: Space, Place, and Identity

Globalisation and Pedagogy: Space, Place, and Identity

Globalisation and Pedagogy: Space, Place, and Identity

Globalisation and Pedagogy: Space, Place, and Identity


With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book.

The authors examine a number of questions posed by the rapid march of globalisation, incuding:

  • What is the role of the teacher, and how do we teach in the context of globalisation?
  • What curriculum is appropriate when people and ideas become more mobile?
  • How do the technologies of the internet and mobile phone impact upon what is learnt and by whom?

The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.


Thrown into a vast open sea with no navigation charts and all the marker buoys
sunk and barely visible, we have only two choices left: we may rejoice in the
breath-taking vistas of new discoveries – or we may tremble out of fear of drown
ing. One option not really realistic is to claim sanctuary in a safe harbour; one
could bet that what seems to be a tranquil haven today will soon be modernised,
and a theme park, amusement promenade or crowded marina will replace the
sedate boat sheds.

(Bauman 1998: 85)

Contemporary societies require constant mappings and re-mappings because of
the intensity of change and speed of current social transformations.

(Kellner 1995: 26)

In so far as globalisation can be represented at all, it is through the contradictory
pluralities of such enforced in-betweenness and the tactics of serious play to
which it gives rise. Glimpsed, but not grasped.

(Perry 1998: 166–7)

Opening a (renewed) space?

To write about globalisation and pedagogy did not seem either the most obvious or the most useful thing to do, when much of this text was first published in 2000. At the time, whciences, there was little in the discussions of education. Where globalisation was discussed, it was largely in relation to educational policy. Little attention had been paid to questions of pedagogy in relation to globalisation. Since 2000, there has been an explosion of writing and research on . . .

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