Globalization, Education and Social Justice
Globalisation, Comparative Education and Policy Research
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|Format:||Hardback, 220 pages|
|Other Information: ||biography|
|Published In: ||Netherlands, 17 December 2009|
Globalization, Education and Social Justice, which is the tenth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents up-to-date scholarly research on major discourses concerning global trends in education, social justice and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of social justice, globalisation, and policy research. Above all, the book offers the latest findings to the critical issues in education and social justice globally. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation and social justice education reforms around the world. It offers a timely overview of current issues in social justice affecting education policy research in the global culture. It provides directions in education, and policy research, relevant to transformational educational reforms in the 21st century. The book critically examines the overall interplay between globalisation, education reforms, and social justice. It draws upon recent studies in the areas of globalisation, social justice education reforms and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, equity, education, and social justice. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms for social justice and schooling globally. Various book chapters critique the dominant discourses and debates pertaining to the politics of social justice and education globally and the newly constructed and re-invented models of neo-liberal ideology in education and policy reforms. Using a number of diverse paradigms in comparative education research, ranging from critical theory to post-structuralist discourses, the authors, by focusing on globalisation, social justice and democracy, attempt to examine critically both the reasons and outcomes of education reforms and policy change for social justice. The volume offers a more informed critique on the Western-driven models of education reforms and implications for social justice. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. The general intention is to make Globalization, Education and Social Justice available to a broad spectrum of users among policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners in the education and related professions.
Table of Contents
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.
|Dimensions: ||23.0 x 15.0 x 1.0 centimetres (1.08 kg)|