面對全球化的課程─評Smith的三種全球化趨勢

Curriculum and Teaching Face Globalization-Review on Smith's Globalization One, Two, Three

10.6384/CIQ.200704.0113

周珮儀(Pei-I Chou)

全球化 ； 全球在地化 ； 課程理論 ； globalization ； glocalization ； curriculum theories

課程與教學

10卷2期（2007 / 04 / 01）

113 - 129

繁體中文

全球化是當前課程理論研究的新興重要議題，本研究評論Smith「面對全球化的課程與教學」一文，這篇文章是Pinar等人主編「國際課程研究總覽」（2003）的第一篇文章，其重要性不言可喻。Smith認為：當前世界上有三股全球化的趨勢在運作：第一股趨勢是主流形式，可以泛稱復甦的基進自由主義或新保守主義，時間可回溯自1980年代美國雷根政府和英國柴契爾政府的時期。第二股趨勢是指世界各地對第一股全球化趨勢的反應，這種反應各地不一，包括從容納到抗拒。第三股趨勢是指如何促進新的全球對話，開展永續的人類未來。本研究分析上述論點，並援引相關文獻，從社會學和課程學（特別是社會批判取向的再製理論和抗拒理論）補充其理論基礎和實務內涵。

Globalization is an outstanding issue frequently discussed in the field of curriculum studies. This study aims at criticizing the article, ”Curriculum and Teaching Face Globalization”, compiled by Smith and first published on International handbook of curriculum research, which was edited by Pinal, Reynolds, Slattery and Taubman.Smith argued that there are three forms of globalization operating through out the world nowadays: Globalization One, Two, and Three. Globalization One is the dominant form arising from what can broadly be called the revival of radical liberalism or neoliberalism, dating back to the administration of Ronald Reagan and Margaret Thatcher in the 1980s. Globalization Two represents the various ways that people around the world are responding to Globalization One through acts of accommodation or resistance. Globalization Three speaks to the conditions that may be emerging for a new kind of global dialogue regarding sustainable human futures. After preceding critique, the researcher discovers that the main problem is associated with a lack of the fundamental theory. Consequently, the related researchers are supposed to reinforce theory foundation and practice connotation on social sciences and curriculum studies, especially on the approaches of reproduction and resistance of social criticism.

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