{"title":"Industrialisation and internationalisation of education in the context of Economy 4.0: A case study of Penang","authors":"D. DeWitt, A. Sukhoverkhov","doi":"10.1177/14752409231169609","DOIUrl":null,"url":null,"abstract":"The globalisation of science, industry and commerce has resulted in the internationalisation of education. In this context, ‘a global citizen’, representing the Humboldtian educational model, has to have universal cognitive skills and cultural competences formed by an international/global education. However, Malaysia’s unique situation, as seen in the case of Penang Island, shows a multicultural education that effectively adapted to the global market. Most of the schools were transformed to national schools after Malaya’s independence from the United Kingdom, yet some retained their international nature. This article shows how national schools in Penang Island preserved their culture after independence, resulting in cultural pluralism (multiculturalism) in the educational system and, at the same time, maintained their global value for Economy 4.0. This multicultural and industry-oriented approach contrasts with the Humboldtian universalistic model, and yet contributes to the growth of science and a global economy. In this regard, it is argued that for the sustainable development of science, technology and society in Penang, the ‘epistemological pluralism’ with cross-disciplinary thinking in diverse cultural contexts should be promoted in educational and global policies.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"22 1","pages":"87 - 100"},"PeriodicalIF":1.4000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14752409231169609","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The globalisation of science, industry and commerce has resulted in the internationalisation of education. In this context, ‘a global citizen’, representing the Humboldtian educational model, has to have universal cognitive skills and cultural competences formed by an international/global education. However, Malaysia’s unique situation, as seen in the case of Penang Island, shows a multicultural education that effectively adapted to the global market. Most of the schools were transformed to national schools after Malaya’s independence from the United Kingdom, yet some retained their international nature. This article shows how national schools in Penang Island preserved their culture after independence, resulting in cultural pluralism (multiculturalism) in the educational system and, at the same time, maintained their global value for Economy 4.0. This multicultural and industry-oriented approach contrasts with the Humboldtian universalistic model, and yet contributes to the growth of science and a global economy. In this regard, it is argued that for the sustainable development of science, technology and society in Penang, the ‘epistemological pluralism’ with cross-disciplinary thinking in diverse cultural contexts should be promoted in educational and global policies.
期刊介绍:
The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.