Relevant bibliographies by topics / Commodification of education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Commodification of education'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Commodification of education.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Commodification of education"

1

Karpov, A. O. "The Commodification of Education." Russian Education & Society 55, no. 5 (May 2013): 75–90. http://dx.doi.org/10.2753/res1060-9393550506.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Karpov, A. O. "The Commodification of Education." Russian Social Science Review 54, no. 5 (September 2013): 22–37. http://dx.doi.org/10.1080/10611428.2013.11065521.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kopnina, Helen. "Contesting ‘Environment’ Through the Lens of Sustainability: Examining Implications for Environmental Education (EE) and Education for Sustainable Development (ESD)." Culture Unbound 6, no. 5 (October 1, 2014): 931–47. http://dx.doi.org/10.3384/cu.2000.1525.146931.

Full text
Abstract:
This article reflects on implications of presenting nature as a social construction, and of commodification of nature. The social construction of nature tends to limit significance of nature to human perception of it. Commodification presents nature in strict instrumental terms as ‘natural resources’, ‘natural capital’ or ‘ecosystem services’. Both construction and commodification exhibit anthropocentric bias in denying intrinsic value of non-human species. This article will highlight the importance of a deep ecology perspective, by elaborating upon the ethical context in which construction and commodification of nature occur. Finally, this article will discuss the implications of this ethical context in relation to environmental education (EE) and education for sustainable development (ESD).
APA, Harvard, Vancouver, ISO, and other styles
4

Jacob, Merle. "Rethinking Science and Commodifying Knowledge." Policy Futures in Education 1, no. 1 (March 2003): 125–42. http://dx.doi.org/10.2304/pfie.2003.1.1.3.

Full text
Abstract:
Several commentators have remarked that universities are now under constant pressure to promote the commodification of knowledge produced by faculty and students. Although academic opinion on the implications of the drive to commodification remains divided, there is a general consensus that at the very least it has the potential to change the conditions for conducting science. This article provides an analysis of the debate and practices associated with the commodification of knowledge produced in universities. The article concludes that the commodification of knowledge is part of a global process of commodifying everything and that academics are both promoters and victims of the commodification of knowledge.
APA, Harvard, Vancouver, ISO, and other styles
5

Bethune, Elizabeth, and Sally Wellard. "The commodification of specialty nurse education." Contemporary Nurse 6, no. 3-4 (December 1997): 104–9. http://dx.doi.org/10.5172/conu.1997.6.3-4.104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Miller, Toby. "Governmentality or commodification? US higher education." Cultural Studies 17, no. 6 (November 2003): 897–904. http://dx.doi.org/10.1080/0950238032000150084.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Press, Frances, and Christine Woodrow. "Commodification, Corporatisation and Children's Spaces." Australian Journal of Education 49, no. 3 (November 2005): 278–91. http://dx.doi.org/10.1177/000494410504900305.

Full text
Abstract:
For increasing numbers of Australian children, childcare is part of their everyday experiences. The marketisation and corporatisation of education have been under discussion for some time, particularly in relation to schooling. There has been comparatively little public scrutiny of how this trend might impact on, and shape Early Childhood Education and Care (ECEC). This article explores the existing and potential impacts of privatisation and corporatisation of ECEC in terms of how these constrain and are reshaping the vision and the practice of what is done for children in the prior-to-school sector.
APA, Harvard, Vancouver, ISO, and other styles
8

Gulomovna, Zaylobidinova Munira. "Commodification of education in the form of shadow education." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 1 (2022): 200–206. http://dx.doi.org/10.5958/2249-7137.2022.00048.9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Han, Soonghee. "Competence: commodification of human ability." Asia Pacific Education Review 9, no. 1 (February 2008): 31–39. http://dx.doi.org/10.1007/bf03025823.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Fejes, Andreas, and Henning Salling Olesen. "Editorial: marketization and commodification of adult education." European Journal for Research on the Education and Learning of Adults 7, no. 2 (October 10, 2016): 146–50. http://dx.doi.org/10.3384/rela.2000-7426.relae12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Commodification of education"

1

Wall, Tony. "Professional identities and commodification in higher education." Thesis, Manchester Metropolitan University, 2013. http://e-space.mmu.ac.uk/332948/.

Full text
Abstract:
Higher education in the UK has been moving towards an increasingly demand driven model, encouraged to better serve and grow the economy through becoming more attuned to what the marketplace needs and wants, and then supplying educational commodities that better meet these demands. New educational commodities have emerged to replace lost income, such as the university accreditation of learning associated with training courses delivered by commercial training organisations. This involves university academics reconceptualising training activity into academic content and then enabling professionals in the training organisation and the university to navigate the demands placed on them in this space. Yet this is widely reported to be a problematic sphere of professional activity, with ‘cultural’ and ‘communicative’ issues still without resolution. These issues and the tackling of them, as experienced by this study’s researcher, formed the initial motivation for this study. This study investigates the academic’s professional struggles and tensions in encountering and mediating the widely differing demands of the two sectors, with a view to offer fresh insight into this troubled space. Qualitative data from an academic’s daily practice are analysed from a professional interested perspective to elucidate and better understand these tensions. This thesis demonstrates that, problematically, the academic variously identifies with and understands his practice from both perspectives, and in doing so, activates different and sometimes competing expectations of how he thinks he should act in a situation. In identifying in such ways, the academic practically becomes a custodian of the regulative apparatus that simultaneously polices his own practice. Through documenting how such diverse perspectives meet and materialise in academic practice, the thesis addresses the more fully theoretical concern with how such expectations, from particular ideological positions, operate through the engine of conceptualising and regulating professionalism in academic locations. In turn, this provides a critical platform from which to better understand the changing parameters of academic practice, that is, what university study becomes when its pursuit is increasingly a function of economically oriented demands. In this way, the thesis addresses how the professionalism of certain university academics involved in ‘business and community engagement’ is being understood and rethought to meet evolving funding parameters, and how the very notion of academic study is changing to meet these new expectations.
APA, Harvard, Vancouver, ISO, and other styles
2

Bravenboer, Darryll. "Commodification and the official discourse of higher education." Thesis, UCL Institute of Education (IOE), 2009. http://eprints.mdx.ac.uk/6406/.

Full text
Abstract:
The commodification of higher education has been described, within the philosophical and sociological literature, in opposition to, or in alliance with principled perspectives about the nature, purpose or value of 'higher education': for example, as that which is intrinsically valuable, a social good, a democratic requirement or an individual entitlement. This thesis argues that such approaches are relatively unproductive in providing descriptions that can inform higher education practice. Rather, it is argued, they largely seem to operate to reproduce the principled perspectives with which they are aligned or opposed. The thesis examines the following question: How do official texts that describe higher education, operate to (re)produce and/or resist the idea of its commodification? The methodology employed to examine this question, locates 'official' texts as empirical objects for analysis. The analysis proceeds by identifying and organising oppositions and alliances within these texts, to produce a constructive description of how each text is operating within the higher education field. Specific descriptions of higher education within official texts are analysed in relation to constructed theoretical spaces that describe modes of discursive action, including the commodified mode. The method provides a means of describing commodification as a discursive modality rather than as a representation of use-value/exchange-value or market/non-market type oppositions. This approach is productive in describing the ways that official texts operate to regulate higher education practice without reproducing a principled perspective. Despite some explicit references to the economic or commodity value of higher education, official texts tend to use such descriptions to promote the introduction or maintenance of bureaucratic and regulatory systems that actually stand in opposition to the commodified mode. This conclusion is in contrast with the idea that official descriptions of higher education are operating to promote increasing commodification.
APA, Harvard, Vancouver, ISO, and other styles
3

Blythe, Mark. "Resistance to commodification in further education : a case study." Thesis, University of Wolverhampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360873.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Walker, Patricia. "The commodification of British higher education : international student curriculum initiatives." Thesis, Oxford Brookes University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364098.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Tolofari, Sowaribi Victor. "The commodification of higher education in the welfare state of Sweden exploring the possibilities /." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/485/.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Weitzel, Lia. "The Cuban ‘Yes, I Can’ adult literacy campaign in Aboriginal Australia: An alternative to commodified education." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15725.

Full text
Abstract:
This thesis focuses on the implementation of the Cuban ‘Yes, I Can’ adult literacy campaign in Indigenous Australian communities in north west New South Wales (NSW). This thesis examines the interplay between empowerment, disempowerment and commodification in education in Australia in order to assess what new elements the Cuban ‘Yes, I Can’ adult literacy campaign has brought to the education of Indigenous Australians. In doing so, this thesis has considered why and how the Cuban approach to education is fundamentally different to the Australian approach and whether or not the Cuban approach is more appropriate for responding to Indigenous disempowerment in Australia. The rise of neoliberalism in the early 1980s has sparked the increased presence of commodification of social services in Australia, including education. This thesis focuses on the commodification of social services, including education, which has been described as a process consisting of three elements. These three elements include marketisation, competition, and a new perceived use value of the social service. The commodification of education in Australia has informed and transformed the educational ethos used by successive Australian governments when trying to ameliorate Indigenous disadvantage. The Cuban educational ethos is guided by the work of José Martí, Fidel Castro and Paulo Freire, and is also guided by three key principles, which are solidarity, universalism and participatory empowerment. Since the beginning of its revolution in 1959, Cuba has based its approach to education on these principles and the work of these prominent figures. Notably, Cuba implemented a national mass literacy campaign in 1961, in which it eradicated illiteracy in Cuba within a year. This thesis suggests that the 'Yes, I Can' campaign has been able to offer an alternative approach to addressing Indigenous disempowerment in Australia because it represents a less commodified, more empowering approach to education. The ‘Yes, I Can’ campaign model mobilises entire communities in order to develop an enduring culture of learning in each hosting community. This thesis contributes an analysis of the differences in educational approach between Australia and Cuba, which are reflected in the relative success of ‘Yes, I Can’ in raising literacy in rural and remote Indigenous communities in NSW.
APA, Harvard, Vancouver, ISO, and other styles
7

Biberhofer, Petra. "The economization of education and the implications of the quasi-commodification of knowledge on higher education for sustainable development." WU Vienna University of Economics and Business, 2019. http://epub.wu.ac.at/6801/1/sre%2Ddisc%2D2019_01.pdf.

Full text
Abstract:
This paper analyses an ongoing economization trend in the sphere of higher education (HE) and discusses its implications on higher education for sustainable development (HESD). The sources of this trend are connected with neoliberalism understood as a political project that seeks to extend competitive market forces, consolidate a market-friendly constitution, and promote individual freedom. In global HE neoliberalism, decision-makers, be it educational, scientific, or other, are pressured to assess how their activities impact financially on the individual, organizational, and institutional levels and/or the imperatives of an internationally competitive economy. The paper provides a contemporary analysis of the rise of neoliberalism in HE, understood as the specific trend of an academic capitalist knowledge/learning regime explained by Jessop's six analytic distinct and potentially overlapping stages of economization. This analysis is based on a review of European policies from 2006 until 2017 and explains characteristics of current economization strategies. Their core principles relating to higher education are about improving economic performance based on knowledge and innovation. Smart growth is defined politically as the main purpose of HE and positioning students as future workers, with the right higher skills, as the means. The relevance of students' skills higher education institutions (HEI) are urged to develop highly depend on business demands. European policies are driven by a comprehensive entrepreneurial agenda restructuring the organizational mechanisms in HE. Accountability towards the labour market and skills performance of students set this agenda. Funding strategies rest on strong industry ties and diversification of revenue streams depend on HEI capability to establish tech-driven knowledge alliances between research, education and business. These new intermediary and powerful alliances drive economization strategies, influence curriculum development and decide on relevant higher level skills. Respective learning practices are oriented strongly towards developing entrepreneurial and digital skills based on personalized learning environments. Currently HESD adapts towards a neoliberal education agenda rather than preventing further shifts from a capitalist towards a competitive financialized economy. A profound critique would have to question the dominant economization trends in higher education i.e. the very purpose of education and the current raison d¿etre of HEI. The core of the critique might build on new institutionalized learning environments allowing deep, social learning and, hence, the potential of HEI to act as social catalysts empowering collective and disruptive agency.
Series: SRE - Discussion Papers
APA, Harvard, Vancouver, ISO, and other styles
8

Kirk, Gary R. "Constructions of Scarcity and Commodification in University Strategy: Restructuring at Virginia Tech." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29873.

Full text
Abstract:
Higher education institutions in the United States have come under increased scrutiny due to increasing demands for accountability in the use of public funds and increasing visibility (Altbach, Berdahl, and Gumport, 1999; Trow, 1974). Colleges and universities must continually prove their credibility and legitimacy to their stakeholders, including government officials (Lawrence & Sharma, 2002), donors, students, and sponsors. The proving process may involve engagement in legitimacy-seeking behaviors designed to show efficiency, access, and quality in terms defined mostly by external perceptions. The decision to concentrate organizational resources on activities designed to influence the opinions of external agents has the potential to lead organizations away from their core values and historic missions. The case study that follows documents the restructuring of Virginia Polytechnic Institute and State University (Virginia Tech) and the drivers that led university administrators to pursue change. The case was developed based on a series of interviews with key informants associated with or affected by the restructuring process. Explanations for the restructuring and the underlying university goal of becoming a top 30 institution, included cost-savings and efficiency via a "fiscal rationalization"; the framing of programs in terms of their entrepreneurialism, innovativeness, and revenue generating capacity; and an emphasis on the economic development benefits of university programs. Even though Virginia Tech administrators were not expressly responding to external demands for restructuring, there was evidence to suggest that a need to construct a more business-like model for university structure and operations had entered the collective conscience of Virginia Tech's leadership. I document the rhetoric and actions that I believe influenced university administrators in their decision to restructure. I also draw attention to administrators' use of language that I believe exemplified the commodification of the university's human and intellectual capital. Theoretically, I believe that the constructs from resource dependency theory and neoinstitutional theory have relevance to the interpretation of this case. Specifically, the construction of legitimacy-seeking behaviors, the imperative to decrease reliance on external organizations (i.e., the state), and the institutionalization of acceptable management behaviors are aligned closely with the propositions of one or both of these theories. The lack of theoretical distinctiveness between these two organizational perspectives indicated a need for further research and limits the ability to anticipate the potential outcomes for Virginia Tech and the broader field of higher education.
Ph. D.
APA, Harvard, Vancouver, ISO, and other styles
9

Barnard, Sarah. "Private higher education in the UK: a contribution to the commodification of knowledge in the information society." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/14895.

Full text
Abstract:
The UK higher education sector is currently undergoing changes that will impact on the way students learn in the future. National, European and global education policy discourses underline the importance of higher education to the development of an active citizenry and as a way of sustaining economic growth. Corresponding to the rise of higher education on the political agenda there have been huge increases in the numbers of students going on to university education in the UK and further afield. These two aspects have placed a brighter spotlight on the problems the sector faces and change is stated to be necessary and desirable in order for higher education to fulfil its role in society. The growing political will to devise clear linkages between those individuals who benefit from a university education and those who pay for it, advances in information communication technologies, and the related requirements of the knowledge society, form the receptive landscape for moves towards private higher education in the UK. This thesis focuses on the particular phenomenon of corporate or private enterprise providing higher education in competition with government funding-dependent, so called public universities. The activities of private higher education, or independently-funded, non-state dependent higher education providers in the UK suggest that as the relationship between state and the academy goes through significant changes, these providers have become a sensitive issue. Different parties view the activities of private providers in very different ways; however they are viewed, the activities of these providers are a hot topic in higher education at present. Despite this interest, there are only small amounts of information available about this subsector of HE provision, or about the experiences of staff and students working at these companies. This thesis attempts to address this point by offering an overview of the current situation, referring to quantitative data and with a qualitative investigation. Whilst the concept of private versus public in the higher education sector in the UK is increasingly complex, and the context of a speeding up in the transformation of the sector means it is difficult to paint an accurate picture of such a fast moving object of enquiry, the thesis will attempt to shed some light on the activities of corporations in the higher education sector in the UK within the global context.
APA, Harvard, Vancouver, ISO, and other styles
10

Bullard, Deanna Barcelona. "Academic Capitalism in the Social Sciences: Faculty Responses to the Entrepreneurial University." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001887.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Commodification of education"

1

Blythe, Mark. Resistance to commodification in further education: A case study. Wolverhampton: University of Wolverhampton, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Tom, Giberson, and Giberson Greg, eds. The knowledge economy: Academic and the commodification of higher eduction. Cresskill, NJ: Hampton Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Walker, Patricia. The commodification of British higher education: International student curriculum initiatives. Oxford: Oxford Brookes University, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

College for sale: A critique of the commodification of higher education. London: Falmer Press, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kneen, Brewster. Free Knowledge: Confronting the Commodification of Human Discovery. Edited by Patricia W. Elliott and Daryl H. Hepting. Regina, Canada: University of Regina Press, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

1955-, Herrmann Peter, ed. New modes of reasoning in the age of commodification: The cases of third-level-education and research. New York: Nova Science Publishers, Inc., 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dying for Victorian medicine: English anatomy and its trade in the dead poor, c.1834-1929. Houndsmill, Basingstoke, Hampshire: Palgrave Macmillan, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Gorman, Helen. Skills, knowledge and continuing education for complex care management: A critical evaluation of the roles, tasks and skills of care managers in a context of changing professional identities and the commodification of welfare. Birmingham: University of Central England in Birmingham, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Symposium, International Council for Traditional Music Study Group on Performing Arts of Southeast Asia. (Re)producing Southeast Asian performing arts & Southeast Asian bodies, music, dance, and other movement arts: Local identity, tourism and commodification & institutionalizing Southeast Asian performing arts traditions in modern multi-cultural music education movement arts and the Southeast Asian body movement arts, music, ritual and theatre new research, proceedings of the 2nd Symposium of the ICTM Study Group on Performing Arts of Southeast Asia. Manila: Philippine Women's University, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Brewer, T. Jameson, and Wm Gregory Harman. Commodification of American Education: Persistent Threats and Paths Forward. Myers Education Press, 2021.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Commodification of education"

1

Wortham, Stanton E. F. "The Commodification of Classroom Discourse." In Encyclopedia of Language and Education, 251–60. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4533-6_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Vandenbroeck, Michel, Joanne Lehrer, and Linda Mitchell. "On Commodification and Decommodification." In The Decommodification of Early Childhood Education and Care, 15–27. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003218104-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Leher, Roberto, and Paolo Vittoria. "The Commodification of Education in Brazil." In Comparative and International Education, 107–22. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-582-1_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Block, David. "7. What on Earth is ‘Language Commodification’?" In Sloganization in Language Education Discourse, edited by Barbara Schmenk, Stephan Breidbach, and Lutz Küster, 121–41. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781788921879-008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bridges, David. "The Commodification of Research: Higher Education Adrift?" In Encyclopedia of Educational Philosophy and Theory, 1–6. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-287-532-7_630-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Miklavič, Klemen. "Academic Values Against the Commodification of Higher Education." In European Higher Education at the Crossroads, 119–38. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-3937-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ortega, Yecid. "Late capitalism and the commodification of English in Colombia." In Language Education in Multilingual Colombia, 131–48. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003155263-12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Stainton, H. "The education paradox." In TEFL Tourism: Principles, Commodification & the Sustainability of Teaching English as a Foreign Language, 81–100. Wallingford: CABI, 2019. http://dx.doi.org/10.1079/9781786393227.0081.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Hashimoto, Kayoko, and Gregory Paul Glasgow. "CLIL for Who? Commodification of English-Medium Courses in Japan’s Higher Education." In Multilingual Education Yearbook 2019, 103–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14386-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Esmond, Bill. "‘The industrious muse?’ Commodification and Craft in Further and Higher Education." In The Industrialisation of Arts Education, 23–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05017-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Commodification of education"

1

Pankova, Natalia. "Commodification of knowledge in system of higher education." In International Conference «Responsible Research and Innovation. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.07.02.94.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Carluccio, Antonio, and Inna Rubakova. "COMMODIFICATION OF RUSSIAN IN ITALY, FROM EDUCATION TO BUSINESS COOPERATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1506.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bumpers, Tiffany. "The Commodification of Education and Its Impact on Black Women." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1585333.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ulivia, Sutiyono, Ulivia Ulivia, and Sutiyono Sutiyono. "Commodification of Nini Thowong Art in Bantul Regency." In Proceedings of the International Conference on Art and Arts Education (ICAAE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icaae-18.2019.37.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Anoegrajekti, Novi, Sudartomo Macaryus, Latifatul Izzah, Muhammad Zamroni, and Bambang Aris Kartika. "Banyuwangi Cultural Festival: Revitalization and Commodification of Locality-based Tradition Arts." In International Conference on Education, Language, and Society. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0008999003590365.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Karsono, Totok Sumaryanto Florentinus, Tjetjep Rohendi Rohidi, and Wadiyo. "Banyuwangi Angklung Caruk Festival: Aesthetic Reconstruction in Cultural Commodification Practice." In International Conference on Science and Education and Technology (ISET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200620.052.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bridi, Robert Michael. "Transnational Higher Education and International Branch Campuses in the Gulf Cooperation Council Countries: The Case of the United Arab Emirates." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11063.

Full text
Abstract:
The aim of the paper is to examine the emergence of transnational higher education (TNHE) and international branch campuses (IBCs) in the Gulf Cooperation Council (GCC) countries and the United Arab Emirates (UAE). The findings demonstrate that the emergence of TNHE and IBCs has been the result of interrelated political, economic, social, and academic factors. First, the formation of the GCC was a key moment during which member states sought to stimulate scientific progress through the development of higher education as part of a strategy to meet labor demands and economic development. Second, the commodification of education and the drive to increasing profits in educational institutions combined with decreases in government funding to Western universities during the neo-liberal era of capitalism have been an impetus for Western universities to seek ‘new markets’ beyond their borders. Third, the liberating of regional trade policies in services, including education, combined with the internationalization of education has enabled the cross-border movement of students, educators, and institutions. Fourth, the UAE’s unique demographic group mix, which consists of a majority of international expatriates, combined with significant government funding in the education sector and international partnerships has resulted in the rapid expansion of TNHE and IBCs.
APA, Harvard, Vancouver, ISO, and other styles
8

Sulistyorini, Dwi, Bani Sudardi, Warto Warto, and Mahendra Wijaya. "Commodifying Pilgrimage: Emerge of Ziarah Ritual Commodification in Mount Kawi." In Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Humanities, SEWORD FRESSH 2019, April 27 2019, Surakarta, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.27-4-2019.2286837.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Van den Berg, Carolien, and Belinda Verster. "Design principles for interdisciplinary collaborative learning through social, digital innovation." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13092.

Full text
Abstract:
As academics, we are acutely aware of our responsibility in the design of our teaching and learning environment to instil principles of ethics, sustainability, agency and social justice. We are at the crossroad between the commodification of knowledge versus learning that steeped in well-being and innovative socio-ecological and or socio-technical transitions. These complexities prompted a Design-Based Research (DBR) project that commenced in 2020 to test and refine design principles that can facilitate an interdisciplinary, collaborative learning environment that exposes students to future challenges foregrounded in social justice perspectives of local voice, collaboration and co-design. A conceptual model informed by four pedagogical propositions of relationality, reflexivity, responsiveness and recognition is stipulated and nine design principles derived from these propositions are proposed. The overall purpose of this DBR project is to situate the student within a multifaceted learning experience that mimics the complexities associated with an interdisciplinary collaborative learning environment steeped in contemporary societal problems within a specific societal context. The ultimate aim of this project is to shift from interdisciplinary to transdisciplinary collaboration to explore a holistic approach to complex societal problems.
APA, Harvard, Vancouver, ISO, and other styles
10

Casey, John, and Wolfgang Greller. "Jane Austen and the Belly of the Beast Part 2 - Language and Power: Commodification, Technology and the Open Agenda in Higher Education." In ISIS Summit Vienna 2015—The Information Society at the Crossroads. Basel, Switzerland: MDPI, 2015. http://dx.doi.org/10.3390/isis-summit-vienna-2015-s3030.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Commodification of education"

1

London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.

Full text
Abstract:
Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Commodification of education' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography