Abstract
The exponential growth of contacts and networks among educators around the world in an increasingly globalised market exists in a context of local and global inequality and stratification. Conflicting interests and agendas emerging from international collaborations have? spurred the need for a theoretical model that can critically explore and reflexively assess the dynamics of international educational collaborations. In a previous paper, we put forth a model for socially just collaboration that is informed by feminist writings of Young and Fraser. In this current paper we problematise simplistic classificatory uses of such a model. Further, using data from a study of globalisation trends in mathematics education, we illustrate the use of this model for critical assessment and analysis of social justice issues by dispelling singular classification schemata.
| Original language | English |
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| Title of host publication | Social Change in the 21st Century Conference 2003 |
| Place of Publication | Brisbane QLD |
| Publisher | Queensland University of Technology |
| Pages | 1-15 |
| Number of pages | 15 |
| ISBN (Electronic) | 0646431056 |
| Publication status | Published - 2003 |
| Event | Social Change in the 21st Century conference - Carseldine, QLD, Australia Duration: 21 Nov 2003 → … |
Conference
| Conference | Social Change in the 21st Century conference |
|---|---|
| Country/Territory | Australia |
| Period | 21/11/03 → … |
