By Joseph Zajda
This 14th quantity within the 24-volume publication sequence units out to discover the interrelationship among ideology, the country, and schooling reforms, putting it in a world context. It examines many of the significant schooling reforms and coverage concerns in a world tradition, fairly within the mild of contemporary shifts in responsibility, caliber and standards-driven schooling, and coverage learn. via doing so, it offers a accomplished photo of the intersecting and various discourses of globalisation and policy-driven reforms in schooling.
The e-book attracts upon fresh stories within the components of globalisation, equality, and the function of the country. It explores conceptual frameworks and methodological techniques appropriate within the examine masking the kingdom, globalisation, and schooling reforms. It evaluations the neo-liberal ideological imperatives of present schooling and coverage reforms, and illustrates the way in which that shifts within the courting among the nation and schooling coverage impact present developments in schooling reforms and education globally. person chapters significantly investigate the dominant discourses and debates on schooling and coverage reforms. utilizing varied comparative schooling paradigms from severe thought to historical-comparative study, the chapters specialise in globalisation, ideology and democracy and view either the explanations and results of schooling reforms and coverage switch. they supply an educated critique of types of responsibility, caliber and standards-driven schooling reforms which are knowledgeable by way of Western dominant ideologies and social values. The publication additionally attracts upon fresh reviews within the parts of fairness, cultural capital and dominant ideologies in education.
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Additional info for Globalisation, Ideology and Politics of Education Reforms
Example text
In N. ), Educating citizens for global awareness (pp. 22–39). New York: Teachers College Press. Myers, J. (2006). S. Theory and Research in Social Education, 34(3), 370–394. Myers-Walls, J. (2001). How families teach their children about the world. In J. A. Myers-Walls, P. Somlai, & R. N. ), Families as educatots for global citizenshi (pp. 3–12). Burlington: Ashgate. Noddings, N. (2005). Global citizenship: Promises and problems. In N. ), Educating citizens for global awareness (pp. 1–21). New York: Teachers College, Columbia University.
Rapoport phenomena of Facebook, Twitter, or round-the-clock real time news cycle demonstrate the infinite possibilities of sources that a child is exposed to. Even though there is a technological gap between various nations or regions within nations, this gap is narrowing. More and more children and young adults have an opportunity to get connected with their peers around the world and learn about the world without mediation. In these circumstances, the role of education is not only to provide an access to global resources and thus make exposure possible, but also to help children and young adults navigate in this sea of possibilities and information.
47). Given that teachers interpret and implement curriculum documents and select textbooks, much depends on the choices they make. This is because History textbooks are powerful in shaping how history is encountered and learnt in a disciplinary sense, how young people come to ‘think historically’ (Stearns et al. 2000; Wineburg 2001; Sandwell 2006) as well in relation to the content emphasised. Recent research in Australia suggests that history teachers rely heavily on textbooks. For example, Anna Clark (2008) noted that many teachers continued to rely on and teach the same material simply because they did not have access to other resources or the possibilities for professional development to do any different.