Citation

(Re)examining the foundations: Conceding the empirical basis of world culture theory?

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Abstract:

This presentation questions the empirical basis upon which World Culture Theory (WCT) is built, yet so often implicitly conceded by critics. With reference to Japan, the paper begins by outlining how the major tenets of WCT break down the moment it descends from the level of ‘global’ theory and is forced to submit to the test of actual historical and contemporary educational trajectories. The conceptual categories opened up here are then extended with reference to an increasing number of empirical studies worldwide that seem to confound a WCT reading of global convergence. Shifting the focus to Nepal, the paper illustrates the complications that attend the extension of WCT to the ‘developing’ world. Given that viewing Japan, Nepal, and other national cases through the WCT optic so distorts realities on the ground, the central questions become: How useful it is to continue to speak about an emergent/convergent World Culture? Why do proponents of World Culture continue to overlook the mounting empirical evidence against their theory? Why have they yet failed to engage the ‘developing’ world or moved beyond research designs privileging large-scale samples and an exclusive focus on policy-texts? In setting forth these questions, I make the case that WCT can be challenged without reference to theoretical alternatives but even solely on the basis of ‘misreading’ even basic facts on the ground and attempting to re-write (or choosing to ignore) a vast amount of empirically-based, critical scholarship that ‘reads’ an alternative world.

Author's Keywords:

globalization, world culture theory, Nepal, Japan
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493632_index.html
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MLA Citation:

Rappleye, Jeremy. "(Re)examining the foundations: Conceding the empirical basis of world culture theory?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493632_index.html>

APA Citation:

Rappleye, J. "(Re)examining the foundations: Conceding the empirical basis of world culture theory?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493632_index.html

Publication Type: Panel Paper
Abstract: This presentation questions the empirical basis upon which World Culture Theory (WCT) is built, yet so often implicitly conceded by critics. With reference to Japan, the paper begins by outlining how the major tenets of WCT break down the moment it descends from the level of ‘global’ theory and is forced to submit to the test of actual historical and contemporary educational trajectories. The conceptual categories opened up here are then extended with reference to an increasing number of empirical studies worldwide that seem to confound a WCT reading of global convergence. Shifting the focus to Nepal, the paper illustrates the complications that attend the extension of WCT to the ‘developing’ world. Given that viewing Japan, Nepal, and other national cases through the WCT optic so distorts realities on the ground, the central questions become: How useful it is to continue to speak about an emergent/convergent World Culture? Why do proponents of World Culture continue to overlook the mounting empirical evidence against their theory? Why have they yet failed to engage the ‘developing’ world or moved beyond research designs privileging large-scale samples and an exclusive focus on policy-texts? In setting forth these questions, I make the case that WCT can be challenged without reference to theoretical alternatives but even solely on the basis of ‘misreading’ even basic facts on the ground and attempting to re-write (or choosing to ignore) a vast amount of empirically-based, critical scholarship that ‘reads’ an alternative world.


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