EDES300 Comparative Education Report 3 Sample
Assessment Brief
Detailed assessment overview:
Use the following questions to complete this assignment:
Detailed assessment overview:
Use the following questions to complete this assignment:
Question 1:
A. Select and state an Australian educational issue/practice that you will address in this assignment. Explain how it has been impacted by globalisation. (Write about 2-3 sentences with one reference that supports your explanation).
B. Select and state two contrasting contexts (countries) that you will use to address the issue/practice that you have selected in Question 1(a) above. (Write about 1-2 sentences)
Question 2: Based on your answer to Question 1, write a research question that will inform the development of an Annotated Bibliography for this assignment.
Question 3: Develop an Annotated Bibliography of 5 entries that helps you to answer your Research Question. Write about 150 words for each entry (See details below about how to write this). It is important to note that 3 Articles and 2 OECD data must be used for this part. At least 3 of your citations/sources must be peer-reviewed and published in the past 10 years in an academic journal. OR the rest of the 2 will be Government websites or books.
The articles that I shared in the reading materials folders are peer-reviewed. The teacher said the General articles are mostly peer-reviewed. But make sure to check for this assignment because it’s a requirement. I sent an email to the teacher and shared with you that I have already chosen the issue, which means question 1, part A, I just chose the issue, not explained it as required in the question. and two countries: Japan and India.
I already made a research question, but if the writer didn’t get the peer-reviewed reading material that I shared, he may change the issue, and he will change the research question as well.
Question 4: Summarise how your annotated bibliography has answered your research question. (approx. 300 words)
Question 5: Using relevant globalisation or postcolonial theory/ies, explain how an ethical outlook on education policy and practice might inform, or result in, more just and equitable outcomes concerning your selected issue. i.e. Connect your topic to relevant globalisation or postcolonial theories, as well as issues of equity in education. (approx. 400 words)
Reference list: Include here any other references cited in the assignment (i.e. References other than those listed in the annotated bibliography). These references are not included in your final word count.
Writing the Annotated Bibliography
An annotated bibliography is a list of sources with brief annotations that summarise, evaluate and state the relevance of the sources. An annotated bibliography/references list takes the same form as a regular bibliography/reference list, but includes extra information that shows you have critically evaluated your sources. You can include articles on your selected countries (at least 1-2 for each), as well as articles discussing your topic in general.
There are many ways to write an annotated bibliography. For this assignment, structure each annotation as follows:
Heading: Full Citation in APA 7 format
Body: Address each of these questions in this numbered format. Use complete sentences, not dot points.
1. What is the author’s argument? (1 sentence)
2. What evidence/methods does the author use to support the argument, and what are the findings/main discussion points? (about three sentences)
3. What contribution does the article make to existing knowledge about your Issue? (about three sentences)
- At least 3 of your citations/sources must be peer-reviewed and published in the past 10 years in an academic journal. OR Government websites
The articles that I shared in the reading materials folders are peer-reviewed.
Note: The annotation should be written in your own words. Please do not copy and paste the abstract in place of your own annotation
Weighting: 40%
Length and/or format: 1600 words including in text references (excludes final reference list)
Purpose: To analyse an issue that has been impacted by globalisation using contrasting case-study perspectives, and informed by recent literature and postcolonial theories.
Solution
Question 1
A. Select and state an Australian educational issue or practice that you will address in this assignment. Explain how it has been impacted by Globalisation.
I chose Australian Educational Practice: One significant Australian educational issue or practice impacted by Globalisation is the increasing multicultural diversity in classrooms, which challenges educators to adapt teaching practices to meet the needs of diverse learners (ACARA, 2020).
B. Select and state two contradictory contexts (countries) that you will use to address the issue or practice that you have selected in Question 1(A) above.
My two countries, Japan and India, compared with Australia.
Question 2: Based On Your Answer To Question 1, Write A Research Question That Will Inform The Development Of An Annotated Bibliography For This Assignment.
Research Question:
How has Globalisation influenced the adaptation of early childhood education practices to accommodate multicultural diversity in Australia, Japan, and India?
Question 3: Develop an annotated bibliography of five entries that help you answer your research question.
Sellar, S., & Lingard, B. (2020). International large-scale assessments, affective worlds, and policy impacts in education. In Performative Approaches to Education Reforms (pp. 23–37),. Routledge. https://e-space.mmu.ac.uk/623371/3/IJQSE_blinded%2520manuscript_revision%2520clean%2520copy%2520details.pdf
In early childhood education in Australia, multicultural diversity through Globalisation has played a major role. As is the case with affective responses to PISA and OCED data, Australian reforms encompass cultural relativism, thereby making schooling for all culturally sensitive. Japan is home to a homogenous population; however, because of various problems, this society is gradually introducing multicultural aspects into students' learning processes (Sellar & Lingard, 2020, pp. 23–37). India, thereby using its cultural diversity, improves the process of early learning and education. It works as an echo of the reactions to the outcomes of PISA tests, and it also proves how significant the idea of culturally sensitive education is within the context of the worldwide web that connects people all over the world. Concerning cultural diversity, Globalisation has played a significant role in current early childhood education through the awareness of diverse cultures among young learners. This movement creates an opportunity for marginalized children from different cultural backgrounds to be provided with education that embraces their cultural values, thus improving their learning and assimilation. Globalisation also puts pressure on countries to adapt and increase the quality of education due to tests such as PISA.
Henderson, D. (2021). Globalisation and national curriculum reform in Australia: The push for Asian literacy. Third International Handbook of Globalisation, Education, and Policy Research, 629–647. https://eprints.qut.edu.au/227468/1/104168691.pdf
This paper has resulted in us understanding how early childhood education and care services have been impacted by Globalisation by adopting the appropriate ways of enhancing diversity in Australia, Japan, and India. The Australian curriculum has recently been reconstructed on the national level, stressing Asian literacy as a reaction to the growing economic and geopolitical significance of the region (Henderson, 2021, pp. 629–647). As for this focus, it tries to enhance youths' multiculturalism and Australia's standing on the international stage. Likewise, Japan and India understood the need to integrate and transform the education systems for multiculturalism, although in various ways because of different socio-political realities. Japan focuses its efforts on internationalization along with the development of a global mindset, whereas India's primary concern is the incorporation of the system in a manner that supports all types of disabled children. These adaptations demonstrate the Globalisation of education in a neoliberal direction to form human capital and enhance global competitiveness. Globalisation boosted Australia, Japan, and India to reconsider their early childhood education systems for the youth in preparation for a global competitive environment. This transition to neoliberalism has stressed the need for building human capital that would prepare the generation for the global economy, making the population more global in their outlook for university assignment help.
Naidoo, L., Singh, M., and Sanagavarapu, P. (2019), 5-6 Guest Editors' Introduction: Globalisation, Westernization, and Sino-Australian Educational Reform [online]
Available at: https://ojs.library.ubc.ca/index.php/tci/article/download/36/72
Based on an analysis, it could be concluded that Globalisation affects the practices of early childhood education immensely in countries such as Australia, Japan, and
India, as the curriculum has had to be changed to suit the multiculturalist view. In this country, the curriculum has evolved as a multicultural, culture-borne heritage, and an antagonism to fulfill the exigencies of the migrant population is easily observable through the Teaching Studies of Asia program and similar other programs (Naidoo et. al., 2019, pp. 5–6). India promotes ICIE and OCED in academic settings, aiming for diverse social development while maintaining a traditional outlook and adhering to global education standards. . In this paper, early childhood education in three countries—Australia, Japan, and India—has been discussed, which reveals that due to the factor of Globalisation, the curriculum has to encompass multicultural perceptions. Teaching Studies of Asia, for example, is a program that addresses the new immigrants arriving in society, and there is ICIE/OOCED in India, which combines the traditional with international and positive development in society.
Henderson, D. (2020). Some reflections on the challenges and opportunities of the CCP Asia and Australia's engagement with Asia in the Australian curriculum. Geographical Education (Online), 33, 18–28. https://files.eric.ed.gov/fulltext/EJ1276016.pdf
Based on the peer review, Globalisation has affected early childhood education practices about multicultural diversity in Australia, Japan, and India to a greater extent. In Australia, the curriculum contains Cross-Curriculum Priorities (CCPs) such as "Asia and Australia's Engagement with Asia" that define the country's approach to cultivating the students' intercultural learning and overall readiness for Globalisation. The Melbourne Declaration's vision aligns with Japanese and Indian educational policies, focusing on cultural preservation and regional integration (Henderson, 2020, pp. 18–28). For example, Japan's core values involve protecting cultures while developing global citizens, whereas India leverages multiple perspectives to foster social encounters and global consciousness, paving the way for multicultural education in these countries. Multicultural education has been incorporated into the facilities of early childhood practice through Globalisation in countries like Australia, Japan, and India. These countries focus on people’s cultural identity and encourage learners to take on worldwide responsibilities through Globalisation. Self-presentation—or the lack of it—was evident in a range of programs; Australia’s ‘Asia and Australia’s Engagement with Asia’ develop intercultural competence; Japan and India programs preserve culture.
Stacey, O., De Lazzari, G., Grayson, H., Griffin, H., Jones, E., Taylor, A.,... & Thomas, D. (2018). A Review of the Existing Literature on the Globalisation of Science Curricula, 14-16. The Globalisation of Science Curricula, 5–21. https://link.springer.com/content/pdf/10.1007/978-3-319-71532-2_2.pdf
According to the peer review, the changes that have resulted from Globalisation have touched this area in Australia, Japan, and India through the provision of early childhood education regarding multiculturalism. In Australia specifically, the process of Globalisation has exposed the country to considerably different contributions of culture to the curriculum owing to its diverse population (Stacey et. al., 2018, pp. 14–16). In this adaptation process, equal credibility is given to global trends, which focus on education as an agent for economic development and the formation of a knowledge-based economy. Japan and India have attempted a representation of multiculturalism, though the role of regional and local culture surpasses that of global culture and thus indicates less assimilation than what is seen in Australia. International large-scale assessments like TIMSS influence curricula in countries, highlighting a reliance on global influences for early childhood education, while local settings should also be considered. Globalisation has impacted the curriculum of early childhood education in multicultural societies such as Australia in developing an environment of inclusion and a knowledge of economy. However, multiculturalism is recognized by Japan and India to a greater extent; however, regional and local cultures are emphasized more, which speaks about the moderated impact of the globalized world on the structure of early childhood education in these countries.
Question 4: Summarize How Your Annotated Bibliography Has Answered Your Research Question
The trends of Globalisation have therefore been significantly incorporated in the adaptation of early childhood education practices to multicultural diversity in Australia, Japan, and India, with a particular focus on the Australian early childhood education system.
In Australia, the effects of Globalisation are highlighted by major curriculum changes geared towards improving Asian literacy. The Australian education system has been influenced by the ILSA in the name of PISA and OCED, fostered by the changes in the education system due to the realization of the significance of the Asia-Pacific region. Syllabi now encompass cross-curriculum priorities such as 'A&AES', the purpose of which is to foster students' intercultural understanding and preparedness for an Asia-related future (Zajda, 2023). Initiatives like Teaching Studies of Asia also highlight how multicultural society in Australia is and the corresponding efforts by the education system to get young people ready for the world.
Meanwhile, the Japanese have been gradually adjusting to the multicultural approach, but here the main emphasis is on internationalization and obtaining a world view. Whereas, Japan makes an effort towards the accentuation of its cultural heritage and the production of world citizens, demonstrating a relatively conservative beginning to multiculturalism when compared to Australia.
India's strategy, therefore, embraces the context of the social model where all types of disabled children are supported and culture is embraced to promote a sense of diversity (Elias and Mansouri, 2023). These changes that have occurred in the Indian curriculum indicate a synergy of both the conservative organizational culture and the current world learning system, with the hope of improving interpersonal interactions and global perspectives.
According to the results of the literature review, the process of Globalisation outlines important shifts in early childhood education in the countries in question. Australia adjusts its education reforms in response to the data obtained from OCED and ILSA and is closely associated with global trends and the economic agenda; Japan and India learn to implement changes in response to different sociocultural contexts.
Question 5: Using Relevant Globalisation or Postcolonial Theory, Explain How an Ethical Outlook on Education Policy and Practice Might Inform, Or Result In, More Just and Equitable Outcomes Concerning Your Selected Issue. i. Connect your topic to relevant Globalisation or postcolonial theories, as well as issues of equity in education.
An ethical perspective that takes into consideration the principles of Globalisation and post-colonialism within the framework of Australian education policy and practice can go a long way toward improving justice and equality in multicultural diversity.
In the same manner, Globalisation theory, which states that societies are interlinked and global processes impact local contexts, calls for educational systems that are culturally sensitive as well as preparing learners for the world tomorrow. In the Australian context, this perspective on curriculum is manifested in curriculum changes by ILSAs such as PISA and OCED (Zajda, 2020). These are some of the assessments supporting the claim that there is a need for students to embrace different cultures and global challenges. The use of cross-curriculum priorities like 'Asia and Australia's engagement with Asia', exhibits this approach. Its goals include the enhancement of the students' intercultural skills and orientations. Reforms aimed at achieving the goals based on an ethical approach would particularly call for an equitable and even distribution of the outcomes in student enrollment and delivery to the diverse multicultural clientele.
Having formed as a result of colonialism and based on Western colonies, postcolonial theory helps to change views and approaches to education. This approach is anti-imperialist and can be seen as a way of reversing the Eurocentricism that is present in many existing educational materials and strategies. Thus, the ethical position in the Australian context grounded in postcolonial theory would support the curricula that would encompass Indigenous influence along with foreign impacts. This involves not only incorporating Asian perspectives but also respecting and incorporating Aboriginal and Torres Strait Islander cultures as well (Anuar et. al., 2021). Thus, the notion introduced helps to counteract past injustices and recognize indigenous knowledge and local voices in learning.
Combining the findings of both Globalisation and postcolonial theories allows students and educators in Australia to understand how policy and practice can be better directed toward improving the students' situation. With this form of ethical integration approach, multicultural education becomes more authentic and revolutionary and acknowledges the value of any culture while preparing the learners to face the social reality of the modern interconnected world.
References
Anuar, A. M., Habibi, A., & Mun, O. L. G. A. (2021). Post-colonialism in comparative and international education. The Bloomsbury handbook of theory in comparative and international education, 109-128. https://www.researchgate.net/profile/Aizuddin_Mohamed_Anuar/publication/350062509_Post-Colonialism_in_Comparative_and_International_Education_Interrogating_Power_Epistemologies_and_Educational_Practice/links/615594b24d9f0f16175f63ca/Post-Colonialism-in-Comparative-and-International-Education-Interrogating-Power-Epistemologies-and-Educational-Practice.pdf
Elias, A., & Mansouri, F. (2023). Towards a critical transformative approach to inclusive intercultural education. Journal of Multicultural Discourses, 18(1), 4-21. https://www.tandfonline.com/doi/pdf/10.1080/17447143.2023.2211568
Henderson, D. (2020). Some reflections on the challenges and opportunities of the CCP Asia and Australia's engagement with Asia in the Australian curriculum. Geographical Education (Online), 33, 18-28. https://files.eric.ed.gov/fulltext/EJ1276016.pdf
Henderson, D. (2021). Globalisation and national curriculum reform in Australia: The push for Asia literacy. Third International Handbook of Globalisation, Education and Policy Research, 629-647. https://eprints.qut.edu.au/227468/1/104168691.pdf
Naidoo, L., Singh, M. and Sanagavarapu, P. (2019). Guest Editors’ Introduction: Globalisation, westernisation and Sino-Australian educational reform. [online] Available at: https://ojs.library.ubc.ca/index.php/tci/article/download/36/72
Sellar, S., & Lingard, B. (2020). International large-scale assessments, affective worlds and policy impacts in education. In Performative Approaches to Education Reforms (pp. 23-37). Routledge. https://e-space.mmu.ac.uk/623371/3/IJQSE_blinded%2520manuscript_revision%2520clean%2520copy%2520details.pdf
Stacey, O., De Lazzari, G., Grayson, H., Griffin, H., Jones, E., Taylor, A., ... & Thomas, D. (2018). A Review of the Existing Literature on Globalisation of Science Curricula. The Globalisation of Science Curricula, 5-21. https://link.springer.com/content/pdf/10.1007/978-3-319-71532-2_2.pdf
Zajda, J. (2020). Globalisation, education and reforms. Wiley-Blackwell’s encyclopedia of sociology. https://daneshnamehicsa.ir/userfiles/files/1/10-%20Globalisation%20and%20Education%20Reforms_%20Paradigms%20and%20Ideologies.pdf
Zajda, J. I. (2023). Discourses of globalisation, cultural diversity and values education. Cham: Springer Nature Switzerland. https://link.springer.com/content/pdf/10.1007/978-3-031-22852-0.pdf
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