ABSTRACT
Globalization is a key idea in relation to policy development; in particular it forms a spatial frame within which policy discourses and policy formulations are set (Ball, 2008). One feature of globalization is the hegemonic role of economics in developing educational policy, with the associated targets and quantifiable indicators. Tikly describes such global economics-driven policy as a new imperialism, which he argues ignores the processes at the heart of education, namely those of the curriculum and pedagogy, but which can be challenged by grass roots social movements linked to specific forms of critical pedagogy representing ‘globalisation from below’ (Tikly, 2004: 193). A global focus by policymakers has often resulted in control of teaching being taken away from teachers and teacher educators. The change in the locus of control is at the expense of teacher-owned deeper levels of knowledge and critical thinking, which may, if allowed to flourish, be more likely to result in increases in learning and teaching quality (Tatto, 2007).
