Global Pedagogies: Schooling for the Future, which is the twelfth
volume in the 12-volume book series Globalisation, Comparative
Education and Policy Research, presents scholarly research on major
discourses in comparative education research with reference to
globalisation, educational policy and classroom pedagogy. It is a
sourcebook of ideas for researchers, practitioners and policy
makers in education, globalisation, global pedagogies and schooling
for the future around the world.
The aim of the book is to provide an easily accessible,
practical yet scholarly source of information about the
international concern in the field of globalisation, global
pedagogies, and educational transformation. Readers will find here
the very latest thinking on globalisation, global pedagogies and
educational transformation in the context of global culture. It
offers a timely overview of current issues affecting discourses
pertaining to global pedagogies and policy research in the global
culture. It provides directions in education, and policy research,
relevant to transformational educational reforms in the 21st
century. The book critically examines the overall interplay between
comparative education discourses, globalisation, and education. It
draws upon recent studies in the areas of globalisation, equity,
social justice, and the role of the State. It explores conceptual
frameworks and methodological approaches applicable in the research
covering the State, globalisation, equity, and education. It
demonstrates the neo-liberal ideological imperatives of education
and policy reforms, and illustrates the way the relationship
between the State and education policy affects current models and
trends in education reforms and schooling globally. Various book
chapters critique the dominant discourses and debates pertaining to
comparative education discourses and the newly constructed and
re-invented models of neo-liberal ideology in education. Using a
number of diverse paradigms in comparative education research,
ranging from critical theory to globalisation, the authors, by
focusing on globalisation, ideology and democracy, attempt to
examine critically both the reasons and outcomes of education
reforms, policy change and transformation and provide a more
informed critique on the Western-driven models of accountability,
quality and school effectiveness. The book draws upon recent
studies in the areas of equity, cultural capital and dominant
ideologies in education.
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