Comparative and Global Pedagogies - Equity, Access and Democracy in Education
von: Joseph Zajda, Lynn Davies, Suzanne Majhanovich
Springer-Verlag, 2008
ISBN: 9781402083495
Sprache: Englisch
244 Seiten, Download: 1072 KB
Format: PDF, auch als Online-Lesen
| Foreword | 7 | ||
| Preface | 10 | ||
| References | 12 | ||
| Acknowledgements | 13 | ||
| Contents | 15 | ||
| Contributors | 17 | ||
| Part I Main Trends and Issues in Equity, Access and Democracy | 23 | ||
| Globalization, Comparative Education and Policy Research: Equity and Access Issues | 24 | ||
| 1.1 Introduction: Globalization and Education | 24 | ||
| 1.2 Access an Equity Issues in Schooling | 25 | ||
| 1.3 The Global Futures and Global Social Stratification | 26 | ||
| 1.4 Gender Inequality | 28 | ||
| 1.5 Gender Inequality Globally | 29 | ||
| 1.6 Globalization, Comparative Education and Policy Research: Equity and Access Issues | 30 | ||
| 1.7 Conclusion | 33 | ||
| References | 33 | ||
| Interruptive Democracy in Education | 35 | ||
| 2.1 Introduction | 35 | ||
| 2.2 The Relationship Between Education and Democracy | 35 | ||
| 2.3 Critiques of Democracy | 37 | ||
| 2.4 Interruptive Democracy | 39 | ||
| 2.5 Conclusion: The Interruptive School | 49 | ||
| References | 50 | ||
| The Role of Education and Training in the Empowerment and Inclusion of Migrants and Refugees | 52 | ||
| 3.1 Introduction | 52 | ||
| 3.2 Defining Migrants and Refugees | 53 | ||
| 3.3 The Right to Education | 54 | ||
| 3.4 Education in Humanitarian Emergencies | 55 | ||
| 3.5 Empowerment and Inclusion | 56 | ||
| 3.6 The Children of Migrants and Refugees | 59 | ||
| 3.7 Adult Migrants and Refugees | 62 | ||
| 3.8 Conclusion | 64 | ||
| References | 65 | ||
| Equity and Democratic Education in Ghana: Towards a Pedagogy of Difference | 68 | ||
| 4.1 Introduction | 68 | ||
| 4.2 Theorizing ‘Post-Colonial’ Education | 70 | ||
| 4.3 Study Methodology | 72 | ||
| 4.4 Subject Narratives | 74 | ||
| 4.5 Evaluation | 84 | ||
| 4.6 Conclusion | 86 | ||
| References | 87 | ||
| Access Denied: A Story of Resistance | 89 | ||
| 5.1 Introduction | 89 | ||
| 5.2 Language as Culture | 90 | ||
| 5.3 Resistance to Mother-Tongue Education | 91 | ||
| 5.4 Why Am I [a] Chinese and I Can’t Speak or Write Good Chinese? ( Secondary One Student, Hong Kong, 2004) | 92 | ||
| 5.5 Ideological Invisibility | 93 | ||
| 5.6 Post-colonial Hong Kong | 94 | ||
| 5.7 Ideology in the Pejorative Sense: An Interpretive Analysis Using Fiction as Data | 95 | ||
| 5.8 Robinson Crusoe | 96 | ||
| 5.9 Pygmalion | 99 | ||
| 5.10 Access Denied | 101 | ||
| 5.11 Conclusion | 102 | ||
| References | 103 | ||
| Part II | 105 | ||
| Part II Race, Gender, and Equity | 105 | ||
| Race, Ethnicity and Gender in Swedish Education: Policy Discourses and Dangers | 106 | ||
| 6.1 Policy and Research Context | 106 | ||
| 6.2 Education and Gender in Sweden | 108 | ||
| 6.3 Education and Ethnicity in Sweden | 111 | ||
| 6.4 Evaluation | 115 | ||
| 6.5 Conclusion | 116 | ||
| References | 117 | ||
| The Gender Agenda: The Limits and Possibilities of Global and National Citizenship Education | 119 | ||
| 7.1 Current Issues in Gender Equality and the Development of Nation- State Citizenship Education | 119 | ||
| 7.2 English and Welsh Citizenship Educational Initiatives | 121 | ||
| 7.3 Gender and the Global Citizenship Education Agenda: Unexplored Terrain | 126 | ||
| 7.4 Global Education Traditions in England | 128 | ||
| 7.5 Engaging Women’s Agency Nationally and Globally | 134 | ||
| 7.6 Conclusion | 136 | ||
| References | 137 | ||
| Globalization, Education Reforms and Immigrant Students in Canada | 140 | ||
| 8.1 Education Policy Shifts and Neo-liberal Rhetoric in Ontario in the 1980s | 140 | ||
| 8.2 Implications of Meaning Shifts in Educational Language | 142 | ||
| 8.3 Standardized Testing and Public Education | 143 | ||
| 8.4 Standardized Testing in Canada | 145 | ||
| 8.5 Immigration and Refugee Students in the Canadian Educational System | 148 | ||
| 8.6 Evaluation | 151 | ||
| 8.7 Conclusion | 155 | ||
| References | 155 | ||
| Globalising the Universal: Equity, Policy and Planning | 157 | ||
| 9.1 Introduction | 157 | ||
| 9.2 ‘Universal’ Provision | 158 | ||
| 9.3 Human Rights | 164 | ||
| 9.4 Conclusion – Global Context and Emergent Precepts | 175 | ||
| References | 179 | ||
| Teacher Candidates’ Racial Identity Formation and the Possibilities of Antiracism in Teacher Education | 181 | ||
| 10.1 Introduction | 181 | ||
| 10.2 Conceptual Framework | 182 | ||
| 10.3 Critical Race Theory | 182 | ||
| 10.4 An Adaptation of J. Helms’ (1995) Racial and Ethnic Identity Development Model | 183 | ||
| 10.5 Study Design and Implementation | 184 | ||
| 10.6 Study Setting and Participants | 186 | ||
| 10.7 Analysis of Data | 187 | ||
| 10.8 Findings | 187 | ||
| 10.9 Post-program Reflections on Theory and Practice | 190 | ||
| 10.10 Conceptualizing “Antiracism” | 191 | ||
| 10.11 Candidates’ Understanding of “Colourblindness” | 193 | ||
| 10.12 From Theory to Classroom Practice | 194 | ||
| 10.13 Evaluation | 196 | ||
| 10.14 Theoretical and Conceptual Issues | 198 | ||
| 10.15 Conclusion | 199 | ||
| References | 200 | ||
| Education for Equitable Outcomes or Educational Inequality: A Critical Analysis of UNESCO’S Education for All and the United States’ No Child Left Behind Programs | 202 | ||
| 11.1 Introduction | 202 | ||
| 11.2 A Comparative Analysis of EFA and NCLB: Models of Neocolonialism and Internal Colonialism | 202 | ||
| 11.3 Measurement, Assessment and Accountability Models | 204 | ||
| 11.4 “Best Practices” and Knowledge Control | 206 | ||
| 11.5 Economic Models and Financial Aid to Control Education Agendas | 210 | ||
| 11.6 Conclusion | 213 | ||
| References | 213 | ||
| Gender and the Case of Girls’ Education: Organizational Learning in International Development Agencies | 215 | ||
| 12.1 Introduction | 215 | ||
| 12.2 Gender and Development | 215 | ||
| 12.3 Organizational Learning | 216 | ||
| 12.4 A Conceptual Framework | 217 | ||
| 12.5 Research Objectives | 217 | ||
| 12.6 Mode of Inquiry | 218 | ||
| 12.7 Responses to Gender by IDAs | 219 | ||
| 12.8 Organizational Structures Relating to Learning | 220 | ||
| 12.9 Process-Related Aspects of Learning | 221 | ||
| 12.10 Organizational Culture | 225 | ||
| 12.11 Obstacles to Knowledge Acquisition, Distribution, and Use | 230 | ||
| 12.12 The Promise of an Institutional Memory | 232 | ||
| 12.13 Evaluation | 232 | ||
| 12.14 Conclusion | 233 | ||
| References | 234 | ||
| Index | 235 |