In this chapter, the author examines the implications of two contemporary trends: increasing homogenisation of higher education across many parts of the world and the reassertion of affiliations to local identities. It is argued that in some cases such homogenisation has resulted in the marginalisation of knowledge about people’s local contexts, including that of religious traditions. Through the example of knowledge about Muslim history, the author suggests that often the resulting educational gap is filled by extremist voices which claim to provide young people access to what is claimed to be true Islam. Revaluation of philosophical conception of education from a wholly or mainly private good which underpins the homogenisation of higher education to that of a semi-public good is proposed as an important element if the situation is to be redressed.
More at the source: http://iis.ac.uk/view_article.asp?ContentID=112402&l=en.
Ismailimail 
Perhaps one needs to consider teaching of facts -as in the sciences, trade, or language- versus cultural education. One can be homogeneous, the other also inclusive of one’s own history and identity so as to be both homeogeneous in knowledge for communciation and economic standards, but heterogenous in culture and arts -humanity
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