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Explores conceptual frameworks and methodological approaches applicable in the research of globalization, race, ethnicity and gender in education
Examines central discourses surrounding the debate of democracy, access and equity in schooling globally
Illustrates how the relationship between globalization, democracy and education policy affects current trends in race, ethnicity and gender research globally
Demonstrates ideological imperatives of globalization and its impact on democracy and equality
Evaluates the ambivalent and problematic relationship between the State, education reforms and race, ethnicity and gender research globally
This, the sixth volume in Springer’s Globalisation, Comparative Education and Policy Research series, presents scholarly research on major discourses of race, ethnicity and gender in education. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation, social justice, equity and access in schooling around the world.
The aim of the book is to provide an easily accessible, practical yet scholarly source of information about issues of international concern in the field of globalisation and comparative education. Readers will also find here the very latest thinking on race, ethnicity and gender in the context of global culture.
Editors Zajda and Freeman have compiled perspectives on education and policy research that are relevant to progressive pedagogy, social change and transformational educational reforms in the 21st century. The book critically examines the interplay between state, ideology and current discourses of race, ethnicity and gender in the global culture. It draws on recent research in the areas of globalisation, equity, social justice, and the role of the State. The authors also explore conceptual frameworks and methodological approaches that could be applied to research covering the State, globalisation, race, ethnicity and gender, and analyze existing inequalities due to race, ethnicity and gender and resultant social stratification.
Finally, the book demonstrates the neo-liberal ideological imperatives of education and policy reform, affecting race, ethnicity and gender, and illustrates the way the relationship between the State and education policy affects current trends in education policy as well as reforms in the fields of race, ethnicity and gender.
Foreword. Preface; Joseph Zajda. Acknowledgements. Contributors. SECTION 1: MAIN TRENDS AND POLICY ISSUES. 1. Globalisation, Transnational Feminism and Pedagogy; Jill Blackmore. 2. Living Together after Apartheid: Assessments of South Africa’s Progress, and Roles for Education Programs; Diane Napier. 3. Teacher candidates’ racial identity formation and the possibilities of antiracism in teacher education; Goli Rezai-Rashti, Patrick Solomon. 4. When Indigenous and Modern Education Collide; Alberto Arena, Iliana Reyes, Leisy Wyman. 5. Power, Language and Race Relations within Francophone Communities in Canada; Amal Madibbo. 6. Globalisation, Education and the (Dis) Empowerment of Women in Africa; Macleans A. Geo-JaJa. SECTION 2: CASE STUDIES. 7. Poor Women and Community-based Participation in Literacy Work in India; Anju Saigal. 8. Gender stereotypes, class prejudice and female warriors in the depiction of women in year 6 Greek primary school history textbooks (1970-1983 and 1997-2006); Stilianos Meselidis. 9. Multiethnic and multiracial students surviving in USA schools: Against the odds; Marta I. Cruz-Janzen. 10. The Construction of Gender Identity: A Semiotic Analysis; Deodrin Correa. 11. Women Teachers’ Emotional Commitment and Involvement: A Universal Professional Feature and Educational Policy; Izhar Oplatka. 12. Bridging the Educational Gap: Indigenous and Non-Indigenous Beliefs, Attitudes and Practices in a Remote Australian School; Elizabeth Warren, Tom J Cooper, Annette R Baturo. Index.