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Globalization and Educational Rights - An Intercivilizational Analysis (Paperback, New Ed)
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Globalization and Educational Rights - An Intercivilizational Analysis (Paperback, New Ed)
Series: Sociocultural, Political, and Historical Studies in Education
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This is the first book to explore the meaning of equality and
freedom of education in a global context and their relationship to
the universal right to education. It also proposes evaluating
school systems according to their achievement of equality and
freedom.
Education in the 21st century is widely viewed as a necessary
condition for the promotion of human welfare, and thus identified
as a basic human right. Educational rights are included in many
national constitutions written since the global spread of human
rights ideas after World War II. But as a global idea, the meaning
of educational rights varies between civilizations. In this book,
which builds on the concept of the universal right to education set
forth in Spring's "The Universal Right to Education: Justification,
Definition, and Guidelines, " his intercivilizational analysis of
educational rights focuses on four of the world's major
civilizations: Confucian, Islamic, Western, and Hindu.
Spring begins by considering educational rights as part of the
global flow of ideas and the global culture of schooling. He also
considers the tension this generates within different
civilizational traditions. Next, he proceeds to:
*examine the meaning of educational rights in the Confucian
tradition, in the recent history of China, and in the Chinese
Constitution;
*look at educational rights in the context of Islamic civilization
and as presented in the constitutions of Islamic countries,
including an analysis of the sharp contrast between the religious
orientation of Islamic educational rights and those of China and
the West;
*explore the problems created by the Western natural rights
tradition and the eventual acceptance of educational rights as
represented in European constitutions, with a focus on the
development and prominence given in the West to the relationship
between schooling and equality of opportunity; and,
*investigate the effect of global culture on India and the blend
of Western and Hindu ideas in the Indian constitution, highlighting
the obstacles to fulfillment of educational rights created by
centuries of discrimination against women and lower castes.
In his conclusion, Spring presents an educational rights statement
based on his intercivilizational analysis and his examination of
national constitutions. This statement is intended to serve as a
model for the inclusion of educational rights in national
constitutions.
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