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The Politics of Education Reforms, which is the ninth volume in the
12-volume book series Globalisation, Comparative Education and
Policy Research, presents scholarly research on major discourses
concerning the politics of education reforms globally. It provides
an easily accessible, practical yet scholarly source of information
about recent developments in globalisation, comparative edu- tion
and education reforms. Above all, the book offers the latest
findings to the critical issues concerning major discourses
surrounding education reforms in the global culture. It is a
sourcebook of ideas for researchers, practitioners and policy
makers in education, and schooling around the world. It offers a
timely overview of current policy issues affecting research in
comparative education of education reforms. It provides directions
in education, and policy research, relevant to p- gressive
pedagogy, social change and transformational educational reforms in
the twenty-first century. The book critically examines the overall
interplay between the state, ideology and current discourses of
education reforms in the global culture. It draws upon recent
studies in the areas of globalisation, academic achievement,
standards, equity and the role of the State (Carnoy 1999; Zajda
2008a, b). It explores c- ceptual frameworks and methodological
approaches applicable in the research covering the State,
globalisation, and quality-driven education reforms. It dem-
strates the neo-liberal ideological imperatives of education and
policy reform, affecting schooling globally (see also Zajda 2005).
Various book chapters critique the dominant discourses and debates
pertaining to comparative education d- courses on reforms and
neo-liberal ideology in education.
The Politics of Education Reforms, which is the ninth volume in the
12-volume book series Globalisation, Comparative Education and
Policy Research, presents scholarly research on major discourses
concerning the politics of education reforms globally. It provides
an easily accessible, practical yet scholarly source of information
about recent developments in globalisation, comparative edu- tion
and education reforms. Above all, the book offers the latest
findings to the critical issues concerning major discourses
surrounding education reforms in the global culture. It is a
sourcebook of ideas for researchers, practitioners and policy
makers in education, and schooling around the world. It offers a
timely overview of current policy issues affecting research in
comparative education of education reforms. It provides directions
in education, and policy research, relevant to p- gressive
pedagogy, social change and transformational educational reforms in
the twenty-first century. The book critically examines the overall
interplay between the state, ideology and current discourses of
education reforms in the global culture. It draws upon recent
studies in the areas of globalisation, academic achievement,
standards, equity and the role of the State (Carnoy 1999; Zajda
2008a, b). It explores c- ceptual frameworks and methodological
approaches applicable in the research covering the State,
globalisation, and quality-driven education reforms. It dem-
strates the neo-liberal ideological imperatives of education and
policy reform, affecting schooling globally (see also Zajda 2005).
Various book chapters critique the dominant discourses and debates
pertaining to comparative education d- courses on reforms and
neo-liberal ideology in education.
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