In the first volume in the Critical Global Citizenship Education series, Torres combines theoretical and empirical research to present an original perspective on global citizenship education as a vitally important way of learning in a globalized world. In examining the requirements for effective global citizenship education and education reform, he investigates pathways to citizenship-building at the local, national and global levels and urges development of teaching methods, teacher education, and curriculum within a social justice education framework. Taking into account post-colonial perspectives, political realities at play, and practical implications, Torres provides a succinct but comprehensive understanding of how global citizenship education can expand the concept of civic education in a global society and interrupt inequality. This volume considers the ways that global citizenship education has been incorporated and is used by international institutions, governments, and the academy, and provides a clear framework for anyone struggling to make sense of the tensions and complexities of global citizenship education today.

This volume explores the complex relationships among universities, states, and markets throughout the Americas in light of the growing influence of globalization. It offers a biting critique of neoliberal globalization and its anti-democratic elements. In seeking to challenge the hegemony of neoliberal globalization, the authors highlight the ways in which corporate capitalism, academic capitalism, and increased militarization-both in the form of terrorism and in the international war against terrorism-are directing societies and institutions. Throughout this volume, the contributors-led by Noam Chomsky, Boaventura de Sousa Santos, Raymond Morrow, Sheila Slaughter, and Atilio Boron-argue that neoliberal globalization has changed the context for academic work, research and development, science, and social responsibility at universities. They examine issues of access and social mobility, and argue that the recent push toward privatization limits the democratic and emancipatory possibilities of universities. Finally, the book explores various forms of resistance and discusses globalization in terms of social movements and global human rights. Contributors: Estela Mara Bensimon Atilio Alberto Boron Andrea Brewster Noam Chomsky Ana Loureiro Jurema Ken Kempner Marcela Mollis Raymond Morrow Imanol Ordorika Gary Rhoades Robert A. Rhoads Boaventura de Sousa Santos Daniel Schugurensky Sheila Slaughter Carlos Alberto Torres

This book offers a relevant sample of the current research on Latin American education in comparative perspective. It presents and analyzes the most relevant topics, research agendas, and some of the key theoretical and political problems of Latin American education.

This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world. The first section of the book offers analytical avenues to understand and criticize the practices and policies of neoliberal states, both domestically and internationally. More than a mere lament of the state of educational policy, however, Torres also documents the critiques and alternatives developed by social movements against neoliberal governments and policies. Ultimately, his work urges readers to engage in the struggle to resist the oppressive forces of neoliberal globalization, and proactively and deliberately act in informed ways to create a better world.

In the first volume in the Critical Global Citizenship Education series, Torres combines theoretical and empirical research to present an original perspective on global citizenship education as a vitally important way of learning in a globalized world. In examining the requirements for effective global citizenship education and education reform, he investigates pathways to citizenship-building at the local, national and global levels and urges development of teaching methods, teacher education, and curriculum within a social justice education framework. Taking into account post-colonial perspectives, political realities at play, and practical implications, Torres provides a succinct but comprehensive understanding of how global citizenship education can expand the concept of civic education in a global society and interrupt inequality. This volume considers the ways that global citizenship education has been incorporated and is used by international institutions, governments, and the academy, and provides a clear framework for anyone struggling to make sense of the tensions and complexities of global citizenship education today.

This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world. The first section of the book offers analytical avenues to understand and criticize the practices and policies of neoliberal states, both domestically and internationally. More than a mere lament of the state of educational policy, however, Torres also documents the critiques and alternatives developed by social movements against neoliberal governments and policies. Ultimately, his work urges readers to engage in the struggle to resist the oppressive forces of neoliberal globalization, and proactively and deliberately act in informed ways to create a better world.

This book offers a relevant sample of the current research on Latin American education in comparative perspective. In their introduction, Torres and Puiggros, two of the most recognized researchers of Latin American education, draw from political sociology of education, theories of the state, history of education, and deconstructionist theories to focus on changes in state formation in the region and its implications for the constitution of the pedagogical subject in public schools. Throughout the different chapters, the contributors present and analyze the most relevant topics, research agendas, and some of the key theoretical and political problems of Latin American education.

Globalization and Education explores the increasingly important dimensions of globalization as it affects educational policy and practice in nation-states around the world. Addressing such issues as feminism, multiculturalism, and new technology, this collection of original essays will broaden the context within which educational policy decisions are made.

This volume explores the complex relationships among universities, states, and markets throughout the Americas in light of the growing influence of globalization. It offers a biting critique of neoliberal globalization and its anti-democratic elements. In seeking to challenge the hegemony of neoliberal globalization, the authors highlight the ways in which corporate capitalism, academic capitalism, and increased militarization-both in the form of terrorism and in the international war against terrorism-are directing societies and institutions. Throughout this volume, the contributors-led by Noam Chomsky, Boaventura de Sousa Santos, Raymond Morrow, Sheila Slaughter, and Atilio Boron-argue that neoliberal globalization has changed the context for academic work, research and development, science, and social responsibility at universities. They examine issues of access and social mobility, and argue that the recent push toward privatization limits the democratic and emancipatory possibilities of universities. Finally, the book explores various forms of resistance and discusses globalization in terms of social movements and global human rights. Contributors: Estela Mara Bensimon Atilio Alberto Boron Andrea Brewster Noam Chomsky Ana Loureiro Jurema Ken Kempner Marcela Mollis Raymond Morrow Imanol Ordorika Gary Rhoades Robert A. Rhoads Boaventura de Sousa Santos Daniel Schugurensky Sheila Slaughter Carlos Alberto Torres

A supplemental text with a fresh, bold edge, Challenges of Urban Education includes a range of topics from quantitative analyses of student demographics to the description and analysis of urban high school students' creative writing. The book bridges the dualisms of local and global, theory and practice, and structure and agency. It furthers the advancement of "the new sociology of education" by making connections between the social context of urban schooling and the lives of the individuals who are affected by it.

Sociology of Education discusses emerging theoretical and methodological approaches to the field of sociology of education. These emerging perspectives focus on the scholarship of class, race, gender and the state in education, and open up new avenues for theoretical and empirical work in the field. Anyone concerned with issues of quality and equality of educational opportunities and the social context of education will find Sociology of Education not only exciting but also useful in promoting new ways of thinking about and acting upon educational reform.

Comparative Education Emergent Trends: The Dialectic of the Global and the Local addresses the changes and multiple new topics that intervene in education vis a vis processes of globalization, social transformation, and the challenges to education. As such, it complements and expands the scope of the 5th edition of Comparative Education. Chapters systematically examine the intersecting global crises in society and education occasioned by COVID-19, across types and levels of education, geographic and linguistic contexts, and fields of theory and practice. Topics addressed include the African ethic Ubuntu, Global Citizenship Education (GCE), UNESCO, STEM, teacher education, low-fee schools, social movements and protest, ecopedagogy, sustainability, media and technology, testing, and economics of education. Furthermore, this book offers some insight in how education systems can contribute to environmental social justice. Various authors, as with those in the 5th edition of Comparative Education, employ social-justice-oriented ways of viewing the global-regional-local dialectics that shape working of education systems with regard to who pays and who benefits from current policy initiatives around the world.

Now in its 5th edition, Comparative Education: The Dialectic of the Global and the Local has established itself as the state-of-the art, comprehensive as well as complex framework for taking into the dynamic interactions of local, national, regional, and transnational interactions shaping education systems around the world. Our theoretical and methodological strategy for this volume has proven effective as a standard textbook for introducing the field of comparative education from various theoretical and methodological perspectives.The 5th edition welcomes Lauren Misasziek of Beijing National University as co-editor.

Now in its 5th edition, Comparative Education: The Dialectic of the Global and the Local has established itself as the state-of-the art, comprehensive as well as complex framework for taking into the dynamic interactions of local, national, regional, and transnational interactions shaping education systems around the world. Our theoretical and methodological strategy for this volume has proven effective as a standard textbook for introducing the field of comparative education from various theoretical and methodological perspectives.The 5th edition welcomes Lauren Misasziek of Beijing National University as co-editor.

Comparative Education Emergent Trends: The Dialectic of the Global and the Local addresses the changes and multiple new topics that intervene in education vis a vis processes of globalization, social transformation, and the challenges to education. As such, it complements and expands the scope of the 5th edition of Comparative Education. Chapters systematically examine the intersecting global crises in society and education occasioned by COVID-19, across types and levels of education, geographic and linguistic contexts, and fields of theory and practice. Topics addressed include the African ethic Ubuntu, Global Citizenship Education (GCE), UNESCO, STEM, teacher education, low-fee schools, social movements and protest, ecopedagogy, sustainability, media and technology, testing, and economics of education. Furthermore, this book offers some insight in how education systems can contribute to environmental social justice. Various authors, as with those in the 5th edition of Comparative Education, employ social-justice-oriented ways of viewing the global-regional-local dialectics that shape working of education systems with regard to who pays and who benefits from current policy initiatives around the world.

The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice. The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world. Through a comparative study of the two prevailing approaches - intercultural education within the European Union and multicultural education in the United States - the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.

The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice. The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world. Through a comparative study of the two prevailing approaches - intercultural education within the European Union and multicultural education in the United States - the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.

Now in its fourth edition, Comparative Education: The Dialectic of the Global and the Local remains the same groundbreaking book when it first debuted its collection of outstanding scholars in examining the changing transnational landscape of education. With the addition of new coeditor Stephen Franz, the book provides new perspectives on the dynamic interplay of global, national, and local forces as they shape the functions and outcomes of education systems. The book calls for a rethinking of the nation-state as the basic unit for analyzing school-society relations and emphasizes the need to study social movements in relation to educational reforms. It also emphasizes the value of feminist, postcolonial, and culturally sensitive perspectives for inquiry into the potential of education systems to contribute to individual development and social change. This new edition incorporates recent developments in scholarship, especially in education policy and practice, the impact of the global economic crisis, and a new chapter on education in the European Union.

Now in its fourth edition, Comparative Education: The Dialectic of the Global and the Local remains the same groundbreaking book when it first debuted its collection of outstanding scholars in examining the changing transnational landscape of education. With the addition of new coeditor Stephen Franz, the book provides new perspectives on the dynamic interplay of global, national, and local forces as they shape the functions and outcomes of education systems. The book calls for a rethinking of the nation-state as the basic unit for analyzing school-society relations and emphasizes the need to study social movements in relation to educational reforms. It also emphasizes the value of feminist, postcolonial, and culturally sensitive perspectives for inquiry into the potential of education systems to contribute to individual development and social change. This new edition incorporates recent developments in scholarship, especially in education policy and practice, the impact of the global economic crisis, and a new chapter on education in the European Union.

Comprised of 230 entries written by 104 international scholars well-known in the field, this is the definitive resource on one of the most influential educators of the second half of the last century. The entries are more properly themes (or using Freirean language, generative themes) from Paulo Freire's work and include: Action-Reflection, Alienation, Otherness , Illiteracy, Activism, the Classroom, Autonomy, Authority, Authoritarianism, Evaluation, Citizenship, Culture circles, Social class, Coherence, Trust, Knowledge/knowing, Contradiction, Conflict, Popular culture, Epistemological curiosity, Decency, Human rights, Ecology, Professional education, State, Ethics, Exile, Existence, Experience, Family, Feminism, Phenomenology, Globalization, Indignation, Intersubjectivity, Cultural invasion, Interdisciplinarity, Freedom, Liberation Theology, Leadership, Marx/Marxism, Modernity/Post-modernity, Human nature, Participation, Pedagogy, Praxis, Teacher, Racism, Rigor/rigorousness (Methodological), Transcendence, Utopia, Violence, Ontological vocation.

Critique and utopia are two of the central concepts of the sociology of education, and they indeed exemplify the critical traditions in the sociology of education as a discipline. This book analyzes, using theoretical frameworks and empirical data, the state of the art of the sociology of education at the beginning of the century, offering a systematic criticism of the dominant theories, and findings in the sociology of education. Key chapters focus on theoreticians who have made an impact in the discipline, including Basil Bernstein, Pierre Bourdieu, Paulo Freire. Yet, there is much more than theoretical analysis in this book. It also offers insights for policy and practice in diverse areas of education, including the formal, nonformal, and informal modalities of educational praxis.

Critique and utopia are two of the central concepts of the sociology of education, and they indeed exemplify the critical traditions in the sociology of education as a discipline. This book analyzes, using theoretical frameworks and empirical data, the state of the art of the sociology of education at the beginning of the century, offering a systematic criticism of the dominant theories, and findings in the sociology of education. Key chapters focus on theoreticians who have made an impact in the discipline, including Basil Bernstein, Pierre Bourdieu, Paulo Freire. Yet, there is much more than theoretical analysis in this book. It also offers insights for policy and practice in diverse areas of education, including the formal, nonformal, and informal modalities of educational praxis.

This important book looks at developments that are changing our understanding of the role of education in citizenship and the possibilities of democratic participation. The first chapter reviews theories of citizenship and education based on the classical contributions to political theory of C.B. MacPherson and T.H. Marshall. The second chapter challenges educators to think more politically about education. It is based on a seminal analysis that shows the role education plays in the liberal, neoliberal, and neoconservative state, incorporating critical perspectives from neo-Marxism, postmodernism, and feminism. In chapter three Professor Torres analyzes the transition from the welfare state to the neoliberal state, including the role of international organizations in promoting educational reform and privatization policies. In the concluding chapter Torres draws on Hobbes, Locke, Jefferson, Kant, Hegel, Marx and other writers such as C. Mouffe and C. Pateman to outline contemporary approaches to multiculturalism in education and citizenship.