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ABSTRACT The logic of globalisation contrasts markedly with that of internationalism. The latter, with its intrinsically democratic foundation, looks to a world ordered by structures supportive of that functionalism which is embedded in accountability. Globalisation, by contrast, implies few logical imperatives in favour of accountability, but rather looks to the pursuit of interest on the global level through the operation of unfettered capitalism. Implications for the sustaining of multilateral post-war arrangements are explored and analysed particularly in terms of war, its causes and its prevention. The notion of peace as human rights in action leads to the consideration of multilateral agenda in education, and the stances in a globalising world of the key multilaterals in education-UNICEF, UNESCO and the World Bank-with conclusions put forward concerning their relative grounding in the logic of internationalism or, alternatively, in the logic of globalisation.
Introduction
My intention is to explore the tension between globalisation and internationalism. Each relates to education in quite different ways, particularly with respect to the expectations implied in each about the social functions of education. In essence, globalisation is seen as economic integration, achieved in particular through the establishment of a global marketplace marked by free trade and a minimum of regulation. In contrast, internationalism refers to the promotion of global peace and well-being through the development and application of international structures, primarily but not solely of an intergovernmental kind. Despite important conceptual difficulties in formulating the case for internationalism and despite the world's patchy record in putting its principles into effect, the essentially pro-democratic logic of internationalism stands in sharp contrast to the logic of globalisation. To the extent that choice is feasible, the argument here supports the accountability implied by internationalism. Implications are acknowledged not only at the level of international cooperation in education, but also and perhaps more importantly in terms of the outworkings at local levels of the international dynamics of education.
The Concept of Globalisation
I am using here a model of globalisation which starts with its most obvious and fundamental feature-the organisation and integration of economic activity at levels which transcend national borders and jurisdictions. I use the word jurisdictions advisedly, given the sheer force of much of the globalisation process as it transcends the taxation and regulatory...