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Testing and Inclusive Schooling provides a comparative perspective
on seemingly incompatible global agendas and efforts to include all
children in the general school system, thus reducing exclusion.
With an examination of the international testing culture and the
politics of inclusion currently permeating national school reforms,
this book raises a critical and constructive discussion of these
movements, which appear to support one another, yet simultaneously
offer profound contradictions. With contributions from around the
world, the book analyses the dilemma arising between reforms that
urge schools to move towards a constantly higher academic level,
and those who practice a politics of inclusion leading to a greater
degree of student diversity. The book considers the types of
problems that arise when reforms implemented at the international
level are transformed into policies and practices, firmly placing
global educational efforts into perspective by highlighting a range
of different cases at both national and local levels. Testing and
Inclusive Schooling sheds light on new possibilities for
educational improvements in global and local contexts and is
essential reading for academics, researchers and postgraduate
students interested in international and comparative education,
assessment technologies and practices, inclusion, educational
psychology and educational policy.
Testing and Inclusive Schooling provides a comparative perspective
on seemingly incompatible global agendas and efforts to include all
children in the general school system, thus reducing exclusion.
With an examination of the international testing culture and the
politics of inclusion currently permeating national school reforms,
this book raises a critical and constructive discussion of these
movements, which appear to support one another, yet simultaneously
offer profound contradictions. With contributions from around the
world, the book analyses the dilemma arising between reforms that
urge schools to move towards a constantly higher academic level,
and those who practice a politics of inclusion leading to a greater
degree of student diversity. The book considers the types of
problems that arise when reforms implemented at the international
level are transformed into policies and practices, firmly placing
global educational efforts into perspective by highlighting a range
of different cases at both national and local levels. Testing and
Inclusive Schooling sheds light on new possibilities for
educational improvements in global and local contexts and is
essential reading for academics, researchers and postgraduate
students interested in international and comparative education,
assessment technologies and practices, inclusion, educational
psychology and educational policy.
The United Nations Educational, Scientific, and Cultural
Organization (UNESCO) was established in 1945 with twin aims: to
rebuild various institutions of the world destroyed by war, and to
promote international understanding and peaceful cooperation among
nations. Based on empirical and historical research and with a
particular focus on history teaching, international understanding
and peace, UNESCO Without Borders offers a new research trajectory
for understanding the roles played by UNESCO and other
international organizations, as well as the effects of
globalization on education. With fifteen chapters by authors from
cross-disciplinary and diverse geographical areas, this book
assesses the global implications and results of UNESCO's
educational policies and practices. It explores how UNESCO-approved
guidelines of textbook revisions and peace initiatives were
implemented in member-states, illustrating the existence of both
national confrontations with the new worldview promoted by UNESCO,
as well as the constraints of international cooperation. This book
provides an insightful analysis of UNESCO's past challenges and
also indicates promising future research directions in support of
international understanding for peace and cooperation. As such, it
will be of key interest to researchers, postgraduate students,
academics in the fields of international and comparative education,
education politics and policies, and to those interested in the
historical study of international organizations and their global
impact. The book will also appeal to practitioners, especially
those who conduct research on or work in post-conflict societies.
The United Nations Educational, Scientific, and Cultural
Organization (UNESCO) was established in 1945 with twin aims: to
rebuild various institutions of the world destroyed by war, and to
promote international understanding and peaceful cooperation among
nations. Based on empirical and historical research and with a
particular focus on history teaching, international understanding
and peace, UNESCO Without Borders offers a new research trajectory
for understanding the roles played by UNESCO and other
international organizations, as well as the effects of
globalization on education. With fifteen chapters by authors from
cross-disciplinary and diverse geographical areas, this book
assesses the global implications and results of UNESCO's
educational policies and practices. It explores how UNESCO-approved
guidelines of textbook revisions and peace initiatives were
implemented in member-states, illustrating the existence of both
national confrontations with the new worldview promoted by UNESCO,
as well as the constraints of international cooperation. This book
provides an insightful analysis of UNESCO's past challenges and
also indicates promising future research directions in support of
international understanding for peace and cooperation. As such, it
will be of key interest to researchers, postgraduate students,
academics in the fields of international and comparative education,
education politics and policies, and to those interested in the
historical study of international organizations and their global
impact. The book will also appeal to practitioners, especially
those who conduct research on or work in post-conflict societies.
This book brings together policymaker and practitioner knowledge,
experiences, and perspectives on the interaction between the
assessment and inclusion agenda to the fore. The book's analysis is
built on comparative qualitative data from five different countries
on four continents: Argentina, China, Denmark, England, and Israel.
These countries have been chosen for their distinctive, and even
contrasting, education policies, sociocultural and economic
circumstances, and variations in performance across supranational
and national standardised student assessments. In addressing these
specific contexts, the book provides insights into the pitfalls and
synergies which emerge as key stakeholders attempt to mediate these
two educational concerns in both policy and practice.
This book critically analyses the current education political
strategy of cultivating excellence in education. It shows how the
new policy for selecting talented students in Denmark deconstructs
the compromise from which the comprehensive school was built and
reduces equal opportunities. It discusses how the current practice
of measurement, selection and guidance of talented students brings
about significant changes in education policies, in pedagogic
practices, a restructuring of school organisations, and changed
requirements of teachers. It explains how the internal
differentiation of education systems based on self-selection and
free choice, but also on new assessment techniques, tends to widen
the inequality gap between students. The analysis clearly shows the
relationship between the circulation of new ideas and normative
frameworks at international level, and their transfer into national
policies, while situating these developments in a socio-historical
perspective. The book illustrates by means of a concrete case study
with important empirical data that demonstrate the reality and
influence of this new policy on the day-to-day work of teachers.
This edited volume focuses on the historical role of the OECD (The
Organisation for Economic Co-operation and Development) in shaping
global education policy. In this book, contributors shed light on
the present-day perspective of Comparative Education as a logical
addition to current scholarship on the history of international
organizations in the field of education. Doing so, the book
provides a deeper understanding of contemporary developments in
education that will enable us to reflect critically on the
trajectories and future developments of education worldwide.
This book critically analyses the current education political
strategy of cultivating excellence in education. It shows how the
new policy for selecting talented students in Denmark deconstructs
the compromise from which the comprehensive school was built and
reduces equal opportunities. It discusses how the current practice
of measurement, selection and guidance of talented students brings
about significant changes in education policies, in pedagogic
practices, a restructuring of school organisations, and changed
requirements of teachers. It explains how the internal
differentiation of education systems based on self-selection and
free choice, but also on new assessment techniques, tends to widen
the inequality gap between students. The analysis clearly shows the
relationship between the circulation of new ideas and normative
frameworks at international level, and their transfer into national
policies, while situating these developments in a socio-historical
perspective. The book illustrates by means of a concrete case study
with important empirical data that demonstrate the reality and
influence of this new policy on the day-to-day work of teachers.
This edited volume focuses on the historical role of the OECD (The
Organisation for Economic Co-operation and Development) in shaping
global education policy. In this book, contributors shed light on
the present-day perspective of Comparative Education as a logical
addition to current scholarship on the history of international
organizations in the field of education. Doing so, the book
provides a deeper understanding of contemporary developments in
education that will enable us to reflect critically on the
trajectories and future developments of education worldwide.
Addressing Greenlanders, the German minority, problem children, as
well as immigrants and refugees. Through historical and
sociological studies of welfare work understood as statecrafting
practices, which are strengthened by the presence of the other
within the Danish welfare nation-state, the authors present
critical analyses of the humanitarian imperialism and the
civilizing missions addressing the other. The book thus challenges
the idealization of the Nordic welfare state model and
characterizes Danish welfare universalism as being intertwined with
national integrationism and understandings of cultural superiority.
At its core, the book helps us to understand the inner workings of
a much-celebrated welfare nation-state, what its implications are
in an era of globalization and migration, and how we could think
about it differently.
Post-crisis perspectives refer to scenarios after a crisis,
possible options of dealing with them, and the importance for
defining these scenarios. This anthology seeks to identify paths
and perspectives that go beyond the contemporary economic crisis.
In searching for a post-crisis perspective it is necessary to
deduce how the world/society/economics/institutions could/should be
set up/organized on the other side of the economic crisis. What are
the viable lines of continuation and stability? Which functions are
beneficial and which are not? How should we think about money,
debt, institutions, politics, and the Common? The contributions
which make up this anthology offer valuable concepts and frameworks
for thinking about all these questions and post-crisis society.
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