
Contents
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Introduction Introduction
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Teachers as Agents of Institutional Change or Stability Teachers as Agents of Institutional Change or Stability
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Mass Education, Teachers, and the Nation State Mass Education, Teachers, and the Nation State
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National Differences as Variation in Cultural Logics National Differences as Variation in Cultural Logics
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National Cultures of Teaching National Cultures of Teaching
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Actors, Levels, and Institutional Logics Actors, Levels, and Institutional Logics
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Cultural Logics and Institutional Change Cultural Logics and Institutional Change
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Institutional Change Is Cultural Change Institutional Change Is Cultural Change
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Key Mechanism: Resonance Key Mechanism: Resonance
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Key Mechanism: Power to Communicate and Define Key Mechanism: Power to Communicate and Define
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Global Diffusion of Institutional Logics Across Multiple Levels Global Diffusion of Institutional Logics Across Multiple Levels
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Micro-Processes Across Levels: Frames of Experience Micro-Processes Across Levels: Frames of Experience
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Depth of Institutionalization: Legitimacy and “Taken for Granted” Depth of Institutionalization: Legitimacy and “Taken for Granted”
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Elaboration of Institutional Logics Elaboration of Institutional Logics
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Conclusion: The Impact of Information and Communication Technologies on the Global Diffusion of Cultural Logics Conclusion: The Impact of Information and Communication Technologies on the Global Diffusion of Cultural Logics
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Micro-Processes, Sense-Making, and Institutional Change Micro-Processes, Sense-Making, and Institutional Change
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Bricolage of Meaning Conditioned by Power to Mobilize and Communicate Bricolage of Meaning Conditioned by Power to Mobilize and Communicate
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References References
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13 Globalization, Uncertainty, and the Returns to Education Over the Life Course in Modern Societies
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42 Economic Globalization and Evolution of Education Spending in the Brazilian Federation, 2013–2019
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7 Globalization, Cultural Logics, and the Teaching Profession
Get accessGerald K. LeTendre, Pennsylvania State University
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Published:23 October 2023
Cite
Abstract
Globalization has not had a uniform impact on the teaching profession. Understanding how teachers are affected by globalization, and what role they play in the process of institutional change, requires further theoretical elaboration of (a) the relationship between culture and institutions; (b) the “institutional work” teachers do to transmit or disrupt institutional patterns; and (c) how “institutional logics” may conflict or align with broader cultural systems of meaning, that is, “cultural logics.” Institutional logics are diffused globally across multiple levels, and resonance between national cultural logics and globally diffusing institutional logics aids their diffusion. Teachers, individually and collectively, may advocate for new institutional logics, and thus engage in institutional change, but their efficacy to mobilize on a national scale is often limited. The evolution of technologically supported, dense communication networks affords teachers opportunities to elaborate on diffusing institutional logics.
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