Abstract
The globalist approach to international education aligns with the global free market by emphasizing the development of human capital for economic productivity, contrasting with the internationalist agenda of transformative change. As neoliberalism values individuals based on their economic contributions, education increasingly focuses on equipping individuals with market-relevant skills and knowledge. This trend is evident in the international education sector, particularly at the pre-tertiary level, where curricula like the International Baccalaureate (IB) and International A-Levels (IAL) reflect these globalist tendencies. The IB, initially intended for ideological purposes, is now seen as a pragmatic tool, while the IAL is inherently pragmatic. Therefore, national education policymakers have started to consider incorporating aspects of international qualifications into their strategies to enhance national development. This approach could help nations compete more effectively in the global economy by leveraging the growth of international curricula, which should be viewed not as a threat to national sovereignty but to boost national competitiveness. Integrating international curricula can provide citizens with the necessary skills and qualifications to thrive in a neoliberal global market. The concept of “Cosmopolitan Nationalism” offers a middle ground, blending local cultural identities with a cosmopolitan outlook. This reconciles the seemingly opposing forces of nationalism and cosmopolitanism, fostering economic cosmopolitanism where citizens collaborate internationally for mutual benefit. This approach supports a neoliberal market economy, promoting global cooperation while enhancing national capabilities without undermining cultural attachments.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Vectors of Society and Culture
KEYWORDS
International Education, International Curricula, Cosmopolitanism, Nationalism, Cosmopolitan Nationalism, Globalism, Neoliberalism
