Education, Social Cohesion, and the Future Role of International Organizations

Dados Bibliográficos

ID11258726
AutoresStephen P Heyneman (0000-0002-0944-1182, Vanderbilt University, autor correspondente)
Ano2003
Volume78
Fascículo3
Páginas25-38
Data de publicação2003-09-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoPeabody Journal of Education (JOURNAL)
Identificadores do periódicoISSN: 0161-956X • E-ISSN: 1532-7930
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1207/s15327930pje7803_03
OpenAlexW1996263214
IdiomaEN
Citações recebidas22
Referências citadas8

Although they have many important functions, The European Union, many federal governments, and the United Nations (UN) have few areas where their mandates call for them to dictate, adjudicate, or legislate education policy. Education, for the most part, has traditionally been viewed as relevant to local culture and hence subject to local control. This is now changing. Traditional interest in mathematics, science, and language remain, and although there are distinct influences drawing school systems into cross-national interests and endeavors, the main focus of attention is not on this area. Today, the main focus of attention is on the citizenship function of education, that purpose of public schooling that transcends curriculum and helps to create social cohesion, the basis of a stable democracy. This article summarizes some of the social cohesion issues involving education, the concerns over how education performs this function, and the implications for international organizations. It begins by reviewing the purposes of public education, then it discusses some

Cohesion (chemistry · Economic growth · Economics · Pedagogy · Political science · Public relations · Sociology · Global Education and Multiculturalism · Global Educational Policies and Reforms · Psychology · Religious Education and Schools · Social Psychology