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Explores globalisation, access and democracy in education
Shows the effects of globalisation, democracy and education policy on current models and trends
Describes the ideological imperatives of globalization and their impact on democracy and equality
In a postmodern world characterized by flux and uncertainty, parents often view education institutions as a major, if not the only, provider of moral certainties for their children. Yet ironically, as these expectations of schools and their staff have increased, conservative-minded governments have attenuated the ability of schools to achieve them, through funding cuts, centralization and the blunt instrument of league tables. This volume, the twelfth in the Springer series Globalisation, Comparative Education and Policy Research, analyses the role schools might play in the communities of the future. The contributors argue that, globally, education and pedagogy in particular, as that sphere of human activity most concerned with the deliberate way in which consciousness and conscience is formed, and identity inculcated, has the capacity to contribute significantly to a world in which social justice, tolerance and care for the environment become the dominant social paradigm.
As with the others in this series, the aim of this volume is to provide an accessible and practical, yet scholarly source of information about international concerns in the field of globalisation, global pedagogies, and educational transformation. Readers will find here the very latest thinking on these issues, discussed in the context of global culture. The chapters provide directions in education, and policy research, which will be relevant to transformational educational reforms in the 21st century. The book’s two sections focus first on main trends and issues around the world, before moving on to explore the interplay between education and the concepts of equality, access and democracy. Researchers and educationalists will find much to ponder, from an examination of the politics of new history textbooks in Russia, to the difference in attitudes to tertiary education displayed by young people from urban and rural backgrounds.
Content Level »Research
Keywords »comparative education - democracy - education - education policy - education reform - education reforms - educational research - global pedagogies - globalisation - mathematics - schooling - university
Preface—Joseph Zajda – xiv
Acknowledgements – xvi
Introduction – xx
SECTION I: GLOBAL PEDAGOGY: PERSPECTIVES
1. Global Pedagogies and Communities of Meaning and Hope: Education in a Time of Global Fragmentation, Svi Shapiro, University of North Carolina
2. Rethinking Global Education in the 21st Century, Sadiq A. Abdullahi, Florida International University
3. Globalisation and Postnational Possibilities in Education for the Future: Rethinking Borders and Boundaries,Stephen David, Northern Illinois University, Nadine Dolby, Northern Illinois University &
Fazal Rizvi, University of Illinois at Urbana-Champaign
4. Framing Education for the Future: A Conceptual Synthesis of the Major Social Institutional Forces Affecting Education, Duncan Waite, Texas State University, Lejf Moos, University of Aarhus, Denmark
Ciaran Sugrue, Cambridge University & Cungang Liu, Shandong Yingcai Vocational Technology College,China
5. Values, Roles, Visions and Professional Development in the 21st Century: Australian and Japanese Principals Voice their Views, David T. Gamage, University of Newcastle & Takeyuki Ueyama,
the Nihon University, Japan.
6. When Indigenous and Modern Education Collide in the Global Culture, Alberto Arenas, Iliana Reyes &Leisy Wyman, University of Arizona
7. Global Agendas in Special Education: A Critique, Margaret Winzer & Kas Mazurek, University of Lethbridge
SECTION II: GLOBAL PEDAGOGY: CASE STUDIES
8. Global Transformation of a Nordic Learning Society: The Case of Finland, Ari Antikainen, University of Joensuu
9. Education for Sustainability and the Role of Future-Focus Pedagogy, Caroline Smith, Australian Catholic University
10. Sustainable Living by the Bay: Improving Student Engagement in the Science Classroom for the 21st Century, Lyn Carter, Australian Catholic University, Melbourne & Ranjith Dediwalage, St Leonard’s College, Melbourne
11. Preservice female teachers’ mathematics self-concept and mathematics anxiety: Alongitudinal study, Rita M. Johnson, California State University, Kenneth H. Smith, Australian Catholic University & Sherrie Carinci, California State University.
12. “Learning to Be” for Tomorrow’s Schools: A Trans-cultural Dimension in Classroom Pedagogy, Marie-Laure Mimoun-Sorel
Index of Names
Index of Subject