Table of Contents

Chapter 1 Reflections of a Different America: Surviving Ideology Chapter 2 How Eras Change: A History of Neoliberalism Chapter 3 Postcolonial Educational Reformers: A Global Perspective Chapter 4 Schools in a Global Society: From a Family of Nations to a Global Village Chapter 5 Globalization, Schools, and Children in DevelopingNations Chapter 6 The Education of Mean Middle Managers Chapter 7 Deviants, Nostalgia, and Neoliberal Reformers: TheAmerican Social Experience Chapter 8 Neoliberal Reformers: The American Educational Experience Chapter 9 Victorian Classism: Capitalism or Liberty? Chapter 10 Consequences and Quagmires: Combating Neoliberalism's Reform of America's Schools Chapter 11 Epilogue

About the Author

Dr. William Segall is professor of Social Foundations in Oklahoma State University's College of Education and a professor in the University's School of International Studies. His graduate seminars in Ethiopian and Soviet educational systems are noted internationally along with his pioneering undergraduate social foundations curriculums on the role schools play in understanding international problems. Dr. Segall has also taught in Canada and was for a short time a principal of a Japanese juku preparing students for European and American university entrance examinations.

Reviews

Segall maintains that the upper class "neoliberals" of America are working to satisfy their craving for wealth by establishing imperialist control of developing countries through globalization and creating a subservient and docile working class in America.
*Reference and Research Book News*

This work provides the average reader a look into the economic and political forces driving global education reform. Segall relates through situational narrative the dynamics of neoliberal and neconservative policy initiatives and how that political allience is ultimately threatening our social fabric.
*D. Kunneman, Ponca City, Oklahoma*

William Segall's brilliant analysis of neoliberal theories of education reform, including high-stakes testing, vouchers, tax credits, and corporate domination of public education, is chilling. This multidisciplinary, cross-cultural exploration of forces at work today sounds an alarm that should be of concern to teachers, teacher educators, and all who value public education. The work is highly informative, thoughtful, serious, and well-researched.
*Dale and Bonnie Johnson*