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This book focuses on discourses of globalisation in comparative
education research and the politics of education reforms. It
analyses and evaluates the shifts in methodological approaches to
globalisation and education reforms, as reflected in comparative
education research and their impact on education policy and
pedagogy. The book covers topics such as globalisation and
comparative education, globalisation as a multidimensional
construct, methods and methodologies in comparative education, the
moral face of post-structuralism, and school reforms in the age of
globalisation. It offers a critical analysis of education policy
reforms. The book demonstrates a complex nexus between
globalisation, ideology and education reforms. On one hand,
democratisation and progressive pedagogy is equated with equality,
inclusion, equity, tolerance and human rights, while on the other
hand, globalisation is perceived - by some critics at least - to be
a totalising force that is widening the socio-economic status (SES)
gap and cultural and economic capital between the rich and the
poor, and bringing power, domination and control by corporate
bodies and powerful political, economic and educational
organisations. The perception of globalisation as dynamic and multi
faceted processes clearly necessitates a multiple perspective
approach in the study of comparative education globally. This book
contributes in a very scholarly way, to a more holistic
understanding of the nexus between globalisation, comparative
education research and education reforms.
This book focuses on discourses of globalisation in comparative
education research and the politics of education reforms. It
analyses and evaluates the shifts in methodological approaches to
globalisation and education reforms, as reflected in comparative
education research and their impact on education policy and
pedagogy. The book covers topics such as globalisation and
comparative education, globalisation as a multidimensional
construct, methods and methodologies in comparative education, the
moral face of post-structuralism, and school reforms in the age of
globalisation. It offers a critical analysis of education policy
reforms. The book demonstrates a complex nexus between
globalisation, ideology and education reforms. On one hand,
democratisation and progressive pedagogy is equated with equality,
inclusion, equity, tolerance and human rights, while on the other
hand, globalisation is perceived - by some critics at least - to be
a totalising force that is widening the socio-economic status (SES)
gap and cultural and economic capital between the rich and the
poor, and bringing power, domination and control by corporate
bodies and powerful political, economic and educational
organisations. The perception of globalisation as dynamic and multi
faceted processes clearly necessitates a multiple perspective
approach in the study of comparative education globally. This book
contributes in a very scholarly way, to a more holistic
understanding of the nexus between globalisation, comparative
education research and education reforms.
This volume explores the interrelationship between ideology, the
state and higher education reforms, setting it in a global context.
It examines some of the major higher education reforms and policy
issues in a global culture, particularly in the light of recent
shifts in quality and standards-driven education and policy
research. In doing so, the book provides a comprehensive picture of
the intersecting and diverse discourses of globalisation and
policy-driven reforms in higher education. Representing scholarly
research on major discourses in the field of higher education
reforms, the book draws upon recent studies in the areas of
globalisation, equality, and the role of the state in higher
education reforms. It critiques the neo-liberal ideological
imperatives of current higher education and policy reforms, and
illustrates the way that shifts in the relationship between the
state and higher education policy affect current trends in higher
education reforms. Individual chapters critically assess the
dominant discourses and debates on higher education and policy
reforms. Using diverse comparative education paradigms from
critical theory to historical-comparative research, the chapters
focus on globalisation, ideology and higher education reforms and
examine both the reasons and outcomes of higher education reforms
and policy change. "Anyone who has been involved in higher
education over the past few decades cannot fail to be affected by
the impact of globalisation and neo-liberal policies on
universities and society at large. In 'Globalisation and Higher
Education Reforms', the 15th volume of the series 'Globalisation,
Comparative Education and Policy Research', Joseph Zajda and Val
Rust present chapters on education reform in the USA and in
international contexts that highlight the inroads that
neo-liberalism has made into policy making at higher education
institutions. The chapters also illustrate the way universities
have been reinventing themselves to meet the demands of a knowledge
society in which corporate values of efficiency, performance and
managerialism drive the agenda. What are the effects of
internationalisation on higher education in the universities of
today? With chapters from internationally respected scholars from
around the globe, this book seeks to address the many issues of the
new reality in higher education. This is a welcome, accessible
volume for all those concerned with research, policy-making and
curriculum development."Professor Suzanne Majhanovich, Western
University
This volume explores the interrelationship between ideology, the
state and higher education reforms, setting it in a global context.
It examines some of the major higher education reforms and policy
issues in a global culture, particularly in the light of recent
shifts in quality and standards-driven education and policy
research. In doing so, the book provides a comprehensive picture of
the intersecting and diverse discourses of globalisation and
policy-driven reforms in higher education. Representing scholarly
research on major discourses in the field of higher education
reforms, the book draws upon recent studies in the areas of
globalisation, equality, and the role of the state in higher
education reforms. It critiques the neo-liberal ideological
imperatives of current higher education and policy reforms, and
illustrates the way that shifts in the relationship between the
state and higher education policy affect current trends in higher
education reforms. Individual chapters critically assess the
dominant discourses and debates on higher education and policy
reforms. Using diverse comparative education paradigms from
critical theory to historical-comparative research, the chapters
focus on globalisation, ideology and higher education reforms and
examine both the reasons and outcomes of higher education reforms
and policy change. "Anyone who has been involved in higher
education over the past few decades cannot fail to be affected by
the impact of globalisation and neo-liberal policies on
universities and society at large. In 'Globalisation and Higher
Education Reforms', the 15th volume of the series 'Globalisation,
Comparative Education and Policy Research', Joseph Zajda and Val
Rust present chapters on education reform in the USA and in
international contexts that highlight the inroads that
neo-liberalism has made into policy making at higher education
institutions. The chapters also illustrate the way universities
have been reinventing themselves to meet the demands of a knowledge
society in which corporate values of efficiency, performance and
managerialism drive the agenda. What are the effects of
internationalisation on higher education in the universities of
today? With chapters from internationally respected scholars from
around the globe, this book seeks to address the many issues of the
new reality in higher education. This is a welcome, accessible
volume for all those concerned with research, policy-making and
curriculum development."Professor Suzanne Majhanovich, Western
University
Globalisation, Policy and Comparative Research, which is the fifth
volume in the 12-volume book series Globalisation, Comparative
Education and Policy Research, presents scholarly research on major
discourses in comparative education research. It provides an easily
accessible, practical yet scholarly source of information about the
international concern in the field of globalisation, and
comparative education. Above all, the book offers the latest
findings to the critical issues concerning major discourses in
comparative education in the global culture. It is a sourcebook of
ideas for researchers, practitioners and policy makers in
education, globalisation and equity and access in schooling around
the world. It offers a timely overview of current issues affecting
comparative education and education policy research in the global
culture. It provides directions in education, and policy research,
relevant to transformational educational reforms in the
twenty-first century. The book critically examines the overall
interplay between comparative e- cation discourses, globalisation,
dominant ideologies and education. It draws upon recent studies in
the areas of globalisation, equity, social justice and the role of
the State (Zajda et al. , 2006; Zajda et al. , 2008a). It explores
conceptual fra- works and methodological approaches applicable in
the research covering the State, globalisation, equity and
education. It demonstrates the neo-liberal id- logical 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.
Globalisation, Policy and Comparative Research, which is the fifth
volume in the 12-volume book series Globalisation, Comparative
Education and Policy Research, presents scholarly research on major
discourses in comparative education research. It provides an easily
accessible, practical yet scholarly source of information about the
international concern in the field of globalisation, and
comparative education. Above all, the book offers the latest
findings to the critical issues concerning major discourses in
comparative education in the global culture. It is a sourcebook of
ideas for researchers, practitioners and policy makers in
education, globalisation and equity and access in schooling around
the world. It offers a timely overview of current issues affecting
comparative education and education policy research in the global
culture. It provides directions in education, and policy research,
relevant to transformational educational reforms in the
twenty-first century. The book critically examines the overall
interplay between comparative e- cation discourses, globalisation,
dominant ideologies and education. It draws upon recent studies in
the areas of globalisation, equity, social justice and the role of
the State (Zajda et al. , 2006; Zajda et al. , 2008a). It explores
conceptual fra- works and methodological approaches applicable in
the research covering the State, globalisation, equity and
education. It demonstrates the neo-liberal id- logical 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.
In this, the first English-language study of educational reform in
Norway, Rust isolates and defines the historical forces that have
molded Norwegian school reform since the country gained its
independence. The book examines the ways in which Norway was able
to move from a traditional dualistic school structure to a more
comprehensive and unified form that serves the country today. It
focuses not only on the structural changes that occurred in primary
and secondary schools, but also on the equality of educational
opportunity and the issue of where control over education lies. The
book begins with a survey of Norway's social and educational status
at the time of its independence in 1814. The subsequent reforms are
then discussed in terms of four cycles: the attempt to build a
coordinated system of education, the building of a comprehensive
school that would include large segments of the population, the
attempt to legally strengthen the unity of the system following
Norway's break from Sweden in 1905, and the experimentation with a
compulsory basic school that led to the integrated schooling
program of today. A final section considers the degree to which
Norway has accomplished its goals and the radical move to shift
control from the central to local governments.
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