Globalisation, education policy and the teacher

This article considers the way in which economic constructions of globalisation have dominated aspects of education policy in the United Kingdom (UK). Although these dominant discourses have been challenged and 'discredited' (Gewirtz, 2001), nevertheless, they continue to influence policy formation. One effect of these over-deterministic constructions of globalisation has been to present policy outcomes as inevitable and irresistible. Another outcome has been to displace and silence any subversions or resistances to the impact of globalisation. The first part of this article examines the way in which specific formations of the globalisation thesis have been used to reform the work of the teacher in the UK. The article then explores ways of deconstructing some of the 'myths' of globalisation. Finally, the article briefly considers some of the ways in which globalising 'policies pose problems to their subjects' (Ball, 1997, p. 265).