Innovation against standardization, the long-lasting dispute of rigid one-size-fits-all structures against fostering creativity and authentic learning for a tangible social impact. In a rapidly globalizing world, the intersection of education, innovation, and sustainability is increasingly complex, revealing both potential and tension across cultural contexts. During the first four weeks of the course Democratic Engagement in an Internation Context, at University of Westminster, I explored the principles of cross-cultural collaboration, the formalization of higher education, and the ethical challenges of co-creating sustainable solutions. These explorations invite reconsideration: Will education shift away from strict institutionalization toward more community-centred, self-directed learning?
Building Cross-Cultural Awareness and Innovation Mindset
Innovative solutions are perceived and developed differently across societies, shaping approaches in fields from education to technology. Our guest speaker, Dr Kalpana Surendranath, reflected on the importance of ethical considerations in diverse settings, remarking that cultural expectations profoundly influence how innovations are accepted and managed. This mindset enhanced my cultural sensitivity and taught me how I should take care of ethical research practices. It’s not just about creating ideas but about ensuring they’re viable and respectful within each cultural context, an approach that enriches any research process in a multicultural world.
Local and Global Dimensions of Higher Education
Is education transforming into a tool for genuine learning or merely another product in our consumer-driven world? Ritzer’s concept of the “McDonaldization” of education critiques how efficiency and standardization shape learning into predictable, market-oriented structures, potentially stifling creativity (Ritzer, 2015). Neoliberalism furthers this, promoting education as a commercial product, what Ritzer calls a “velvet cage” (Ritzer, Jandrić, & Hayes, 2018). Conversely, other authors like Paul E. Peterson argue that standardized models ensure accountability, sparking questions about balancing economic priorities with authentic educational value. As a student, I reflect; how do I feel? Am I receiving valuable education, or Am I just a product of a system where it only cares about monetization and economic growth?
Co-Creating Sustainable Solutions and Experiential Learning
Ten years ago, when I first read The Pedagogy of the Oppressed by Paulo Freire, I was introduced to the transformative idea that students should be active participants in their learning, not mere passive recipients of information. Freire advocates for a “problem-posing” model where students and teachers collaboratively engage in dialogue, critically reflecting on the world, moving away from the “banking model” of education. It’s a view that resonates with Illich’s (1971) Deschooling Society, where I, as a student, recognize my role as an active learner and a social agent. The Cavendish Living Lab at the University of Westminster, led by Dr Pooja Basnett and Linda Percy, exemplifies this vision by merging theory with practice through interdisciplinary vertically integrated projects in sustainability, empowering us to confront real-world issues and demonstrating how structured learning frameworks can inspire creativity and meaningful impact.
The Impact of Cross-Cultural Democratic Engagement in Higher Education
These sessions build a solid foundation for understanding and applying cross-cultural awareness collaboratively. Democratic engagement transcends boundaries, empowering us to innovate and drive change locally and globally.
References:
Illich, I, 1971, Deschooling Society, Harper & Row.
Ritzer, G.,2015, The McDonaldization of Society, Pine Forge Press.
Ritzer, G., Jandrić, P., & Hayes, S, 2018, The Velvet Cage of Educational Con(Pro)assumption, doi.org/10.1080/23265507.2018.1546124
Surendranath, K., 2023, Exploring the Management of Innovations Across Diverse Cultural Contexts, University of Westminster.
Magdalena Ruiz Perez