Abstract
This article examines the intersection of three concepts in education–cultural security, globalization and the postcolonial critique–are related in order to advance the application of cultural security studies in educational administration and leadership. The first section discusses constructivist security studies as they apply to socio-cultural and political aspects of educational values, identity formation and cultural norms in non-Western contexts can be viewed as securitized. The second section presents connections between security studies and globalized education by demonstrating how the latter can be defined as a cultural security problem. The next section shows similarities between cultural security and postcolonial critiques as they relate to foreign curriculum and pedagogy for educational leadership as a form of re-colonization that can undermine the integrity of other cultures, using the United Arab Emirates as an example. The final section discusses this critique in relation to an illustrative country, the United Arab Emirates. The conclusion discusses the implications for educational administration as a field of study, research and practice.
| Language | English |
|---|---|
| Journal | International Journal of Leadership in Education |
| Early online date | 28 Mar 2019 |
| DOIs | |
| Publication status | Published - 30 Apr 2019 |
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Keywords
- globalized education
- cultural security
- postcolonial critique
- educational administration
- educational leadership
- public policy
Cite this
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Toward a postcolonial securities critique of higher education leadership : globalization as a recolonization in developing countries like the UAE. / Samier, Eugenie A.
In: International Journal of Leadership in Education, 30.04.2019.Research output: Contribution to journal › Article
TY - JOUR
T1 - Toward a postcolonial securities critique of higher education leadership
T2 - International Journal of Leadership in Education
AU - Samier, Eugenie A.
PY - 2019/4/30
Y1 - 2019/4/30
N2 - This article examines the intersection of three concepts in education–cultural security, globalization and the postcolonial critique–are related in order to advance the application of cultural security studies in educational administration and leadership. The first section discusses constructivist security studies as they apply to socio-cultural and political aspects of educational values, identity formation and cultural norms in non-Western contexts can be viewed as securitized. The second section presents connections between security studies and globalized education by demonstrating how the latter can be defined as a cultural security problem. The next section shows similarities between cultural security and postcolonial critiques as they relate to foreign curriculum and pedagogy for educational leadership as a form of re-colonization that can undermine the integrity of other cultures, using the United Arab Emirates as an example. The final section discusses this critique in relation to an illustrative country, the United Arab Emirates. The conclusion discusses the implications for educational administration as a field of study, research and practice.
AB - This article examines the intersection of three concepts in education–cultural security, globalization and the postcolonial critique–are related in order to advance the application of cultural security studies in educational administration and leadership. The first section discusses constructivist security studies as they apply to socio-cultural and political aspects of educational values, identity formation and cultural norms in non-Western contexts can be viewed as securitized. The second section presents connections between security studies and globalized education by demonstrating how the latter can be defined as a cultural security problem. The next section shows similarities between cultural security and postcolonial critiques as they relate to foreign curriculum and pedagogy for educational leadership as a form of re-colonization that can undermine the integrity of other cultures, using the United Arab Emirates as an example. The final section discusses this critique in relation to an illustrative country, the United Arab Emirates. The conclusion discusses the implications for educational administration as a field of study, research and practice.
KW - globalized education
KW - cultural security
KW - postcolonial critique
KW - educational administration
KW - educational leadership
KW - public policy
U2 - 10.1080/13603124.2019.1591514
DO - 10.1080/13603124.2019.1591514
M3 - Article
JO - International Journal of Leadership in Education
JF - International Journal of Leadership in Education
SN - 1360-3124
ER -