Policy borrowing in the gulf cooperation council countries: Cultural scripts and epistemological conflicts. (May 2018)

• Record Type: Journal Article
• Authors: Romanowski, Michael H.; Alkhateeb, Hadeel; Nasser, Ramzi
• Is Part Of: International journal of educational development. Volume 60(2018)
• Page Start: 19
• Page End: 24
• Publication Date: 2018-05
• Subjects: Educational Borrowing -- Globalization -- Cultural Scripts -- GCC Countries -- Culture and learning; Education -- Periodicals; Education -- Social aspects -- Periodicals; Education -- Economic aspects -- Periodicals; Education -- Periodicals; Éducation -- Périodiques; Education; Periodicals; 370.11
• DOI: 10.1016/j.ijedudev.2017.10.021
• Languages: English
• ISSNs: 0738-0593

Abstract

Highlights: GCC Countries develop educational reforms by importing policies and practices tested in the West. Borrowed educational policies and products could cause Epistemological Conflicts. Cultural scripts provide insight into policy borrowing and Epistemological Conflicts. GCC countries need to move away from educational borrowing and begin to engage in policy learning. Abstract: Globalization through educational borrowing has transformed the K-12 educational landscape driving and shaping educational reforms worldwide by saturating nations' educational polices and practices reducing education to products and services globally sold to those with adequate resources. Governments worldwide seize the opportunity to import educational theories, policies and practices anticipating quick fixes and delivered results to their educational systems. However, a major concern about the borrowing process is that educational policies and practices that are effective in their original context may not prove effective elsewhere. In particular, the six Gulf Cooperation Council (GCC) countries have developed educational reforms by importing policies and practices tested in the West. Against the backdrop of the educational borrowing processes in the GCC, this paper identifies several cultural scripts in the region based on reviewing the existing literature and examines how the local educational epistemological beliefs undermine or support the implementation of a borrowed educational policy.