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The term ‘globalisation’ is a complex construct and a convenient euphemism concealing contested meanings and dominant ideologies, ranging from Wallerstein’s (1979, 1998) ambitious ‘world-systems’ model, Giddens’ (1990, 2000) notion of ‘time-space distantiation’ (highlighting the ‘disembeddedness’ of social relations – their effective removal from the immediacies of local contexts), and Castells’ (1989) approaches, to globalisation by way of networking, proposing that the power of flows of capital, technology and information, constitutes the fundamental paradigm of an emerging ‘network society’, to a view of globalisation as a neo-liberal and bourgeois hegemony, which legitimates an ‘exploitative system’ (see McLaren and Farahmandpur 2005; Ritzer 2005; Zajda 2008a, 2009a). The term ‘globalisation’, like post-modernism, is used so widely today in social theory, policy and education research, that it has become a cliché (Held et al. 1999; Zajda 2005).


School of Education

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