elite school and the formation of a cosmopolitan imaginary fazal rizvi the university of melbourne
TRANSCRIPT
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Elite School and the Formation of a Cosmopolitan Imaginary
Fazal RizviThe University of Melbourne
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How do elite schools in the tradition of British public schools interpret and work towards the
formation of a cosmopolitan imaginary, within the rhetoric they have increasingly
embraced of internationalization of education?
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Elite Schools in Globalizing Circumstances : a global ethnography
(an ARC project with Jane Kenway, Cameron McCarthy, Debbie Epstein, Aaron Koh and Johannah Fahey)
• How are elite schools negotiating the challenges and opportunities associated with globalization?• How are they repositioning themselves within the globally competitive terrain in which such schools now operate?• How this requires new ways of thinking about the processes of class formations in and through education?
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EnglandAustraliaBarbados
India Singapore
CyprusSouth AfricaHong KongArgentina
not conceptualizing different sites as separate case studies, but one single, multi-sited ethnography
working across the sites and as a team
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Our Methodological Approach
Global and multi-sited ethnography
“All localities are becoming globalized, to a greater or lesser extent, through a range of global forces affecting them; through the various connections that each locality is able to forge across multiple and contested boundaries; and through the imaginations to which these forces and connections inevitably and reflexively give rise.” (Burawoy et al. 2000)
Global Ethnography thus focuses on:
mobilities more than statistravel more than dwellingfluidity more than fixitydisembeddedness more than embeddednesschange more than stabilityrelationalities more than attributes
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Findings from an Indian School
McCauley College
(established in 1972 in a medium sized industrial city in central India by regional Maharajahs and
Nawabs on a site of 124 acres of land)
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History of the School in stages
The Victorian era (19th century)High colonial period (1901-1947)
Post-colonial transformations (1947-1966)A Period of decline (1966-2003)
Renewal as an international school (now)
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A commitment to the principles of Kurt Hahn and Round Square1.The primacy of self-discovery
2. The having of wonderful ideas3. The responsibility for learning
4. Empathy and caring5. Success and failure
6. Collaboration and competition7. Diversity and inclusion
8. The natural world9. Solitude and reflection
10. Service and compassion
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Round Square is a worldwide association of some 80 schools which share a commitment beyond academic excellence, to personal development
and responsibility, and to international collaborations.
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The School’s view of cosmopolitanism derived from Hanh’s key principles and values of
Round Square, together with a deep awareness of India’s postcolonial Social
democratic principles.
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A focus on Service“To Serve with Love”
A community Project at SanawadiaThe Eye Camp
Cooperation with a School for the Blind
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A focus on Environment
The Green CenterWater Management
Organic FarmingVillage and City Energy Audits
Waste ManagementBiodiversity Walk
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A Focus on Adventure
Outdoor activitiesAdditional sports facilitiesDuke of Edinburgh AwardGreening of the campus
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A Focus on Internationalism
Solving local problems from a global perspective
Student exchangeAttending conferences on global
problemsUsing technology to become globally
interconnected
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A Happy Story
BUT
…
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The introduction of the Cambridge International curriculum in 2007
Strong competition to get a place
---- Why? ----
Prestige associated with an international qualificationPreparation for international higher education
Perceptions of labor market advantagesLinks to India’s participation in global economy
Aligning the local with the global
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contradictions of class across competing views of cosmopolitanism
emergence of an elite transnational class with a complex cosmopolitan
imaginary
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class interests most directly conflict with the school’s moral ethos especially in relation to
the prospects of the regulatory requirements of the Indian government’s
Right to Education Act passed in 2009
Growing fear of becoming swamped with 25 % of students from poor and marginalized
backgrounds
Strategies for protecting transnational class interests.
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DISCUSSION