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 |