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Comparative and Global Pedagogies - Equity, Access and Democracy in Education
Joseph Zajda, Lynn Davies, Suzanne Majhanovich
Verlag Springer-Verlag, 2008
ISBN 9781402083495 , 244 Seiten
Format PDF, OL
Kopierschutz Wasserzeichen
Geräte
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
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