Criticizing the 'global' word in education is not the done thing at all, especially in the 'decentered' modern academy. Yet globalism has long required an intellectual challenge grounded in empirical observation of contemporary schooling policy. Alex Standish has done it while retaining an awareness of the distinctions necessary to learn real knowledge. He has written that very rare thing, an educational book that is actually necessary. * Mark Taylor, Assistant Head Teacher/Head of Humanities, Addey and Stanhope Comprehensive and London Convener, Institute of Ideas Education Forum * "This book is timely and will repay careful reading. The main argument, that global initiatives in schools have undermined the very meaning and purposes of education' will be very provocative for some. Others will welcome the sustained case made for traditional subject-knowledge to be returned to the school curriculum. But all should avoid running for the barricades and instead engage with the arguments. For in the end this book, from a very clear standpoint, forces us to confront that key question: what does it mean to be educated in this day and age?' Alex Standish encourages us to respond to this with a mind to its intellectual foundations". * Professor David Lambert, Chief Executive of the Geographical Association and Professor of Geography Education, Institute of Education * "Standish lays out a convincing case that presumably rudderless educational systems have substituted the traditions of teaching and learning so cherished in modern times and replaced them with dubious notions of economic competition and the acquisition of skills as the drivers of educational policies today. Moreover, Standish argues, rather than being a panacea for the changes brought about by technological advance, such shifts in focus are less about meeting the challenges of modernity and are, rather, little more than bromides for an exhausted and increasingly anxious age." J * oel Nathan Rosen, Associate Professor of Sociology, Moravian College, USA. * "Alex Standish fundamentally questions our assumptions about global education and its promise to advance international understanding. His study indicates how the field of global education is driven by the goals of promoting particular values, rather by aspirations to expand knowledge of different societies. Indeed he observes that the rise of global education in the US and the UK school curriculum has helped legitimize declining knowledge of other countries and languages. Instead Standish suggests global education supports a particular model of global governance which has implications for democratic self-determination and development." * Vanessa Pupavac, Lecturer, Faculty of Social Sciences, University of Nottingham, UK * ...the book is well documented and will likely serve as a catalyst for discourse among scholars and advanced graduate students seeking a diversity of perspectives on this timely, important topic. Summing Up: Recommended. Graduate and research collections. -- D.M. Moss, University of Connecticut * CHOICE *
