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Provides an easily accessible, practical yet scholarly source of information about the changing nature of cultural capital, social justice and schooling globally
Presents issues confronting policy makers and educators on current education reforms concerning social justice and equality of educational opportunities globally
Provides strategic education policy analysis on recent shifts in education, social justice and policy research
Gives suggestions for directions in education and social justice policy changes, relevant to democratic and empowering pedagogy in the 21st century
Examines central discourses surrounding the debate of education reforms, access and equity in schooling globally
Evaluates the ambivalent and problematic relationship between the State, education reforms and social justice in education globally
This, the tenth in the 12-volume series Globalization, Comparative Education and Policy Research, presents cutting-edge research on the major global trends in education, social justice and policy research. Accessible, practical and scholarly, it is a sourcebook of ideas for researchers, practitioners and policy makers around the world. The overview it provides will help map out directions in education, and policy research in the transformative educational landscape of the 21st century.
The chapters in the book explore the themes of globalization, social justice and education, the pedagogical ethics of teaching social justice, and classroom inequities, relating specifically to the literacy experiences of black adolescent girls. The chapters critically analyze the dominant discourses about decentralization and comparative education and examine the current resurgence of neo-liberal ideological models in education, both newly constructed and re-invented. To ensure as broad a perspective on the issues as possible, the authors employ a raft of diverse paradigms in comparative education research, ranging from critical theory to globalization.
Globalization, Education and Social Justice, with contributions from key scholars worldwide, should be required reading for a broad spectrum of users among policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.
Preface, Joseph Zajda. Globalisation, Education and Social Justice: Introduction, Joseph Zajda. Acknowledgements. SECTION 1: MAIN TRENDS AND ISSUES1. Pedagogical Ethics for Teaching Social Justice in Teacher Education, B. Gloria Guzman Johannessen & Ann Unterreiner.2. Globalization, Social Justice and Education in Africa: Neoliberalism, Knowledge Capitalism in Sub-Saharan Africa, Kingsley Banya.3. Education, Social Justice, and Development in South Africa and Cuba: Comparisons and Connections, Diane Brook Napier.4. The Heteronomous University and the Question of Social Justice: In Search of a New Social Contract, Daniel Schugurensky.5. Education for Social Justice or Human Capital? Paul Carlin. SECTION II: EQUALITY, ACCESS AND DEMOCRACY 6. Social Justice Pedagogy: Simple Gestures of Humanity, B. Gloria Guzman Johannessen & Ann Unterreiner.7. Including students with special needs: Implications for social justice, Margaret Winzer & Kas Mazurek.8. The Impact of Two Policies on Principal and Teacher Preparation Programs: No Child Left Behind and the Individuals with Disabilities Education Act, Michele Acker-Hocevar, Marta I. Cruz-Janzen, and Cynthia L. Wilson.9. Solving the Equity/Equality Conceptual Dilemma: A New Goal Oriented Model to Approach Analyses Associated With Different Stages of the Educational Process, Oscar Espinoza.10. Classroom Inequity and the Literacy Experiences of Black Adolescent Girls, Traci P. Baxley & Genyne H. Boston.11. Pedagogies to support Indigenous students’ Mathematics learning in rural and remote Queensland classrooms, Warren, E., Cooper, T. J., & Baturo,A.Index.