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School Knowledge in Comparative and Historical Perspective
In this special edited volume, scholars with diverse backgrounds and conceptual frameworks explore how economic, political, social and ideological forces impact on school curricula over time and place. In providing regional and global perspectives on curricular policies, practices and reforms, the authors move beyond the conventional notion that school contents reflect principally national priorities and subject-based interests.
Multicultural Education in Glocal Perspectives
This conceptually rich and empirically grounded book draws upon expertise from a panel of emerging and established international scholars to explore the institutionalization and effect of multicultural education on a global scale. Previous studies of multicultural education have largely ignored the significance of understanding the combination of multiple sociopolitical influences on multicultural education in both policy and practice. Filling this void, this book sheds light on the two main reasons for taking a “glocal” perspective on multicultural education. First, children should be provided with meaningful learning opportunities to acquire the knowledge, skills, and attitudes necessa...
Logics of Socialist Education
For some, socialism is a potent way of achieving economic, political and social transformations in the twenty-first century, while others find the very term socialism outdated. This book engages readers in a discussion about the viability of socialist views on education and identifies the capacity of some socialist ideas to address a range of widely recognized social ills. It argues that these pervasive social problems, which plague so-called ‘developed’ societies as much as they contribute to the poverty, humiliation and lack of prospects in the rest of the world, fundamentally challenge us to act. In our contemporary world-system, distancing ourselves from the injustices of others is n...
Subject Learning in the Primary Curriculum
The emphasis on subject knowledge in primary curricula is a world-wide phenomenon and has become increasingly the focus of attention in England, with the introduction of the National Curriculum and the appointment of subject co-ordinators in schools. Yet what exactly constitutes a subject and its practice remains controversial. The book is organised into five parts. Part one examines the general aims of primary education, in order to give a background for a more detailed exploration of UK curriculum development. Parts two, three and four examine the core subjects of English, science and mathematics, whilst constantly bearing in mind the full range of views about the purpose of education and the nature of knowledge. Part five introduces key debates about approaches to knowledge, and raises issues about the future organisation of the curriculum. Subject Learning in the Primary Curriculum is the OU reader for Module 832, Teaching and Learning in the Primary Core Curriculum in the MA in Education.
Race, Ethnicity and Gender in Education
Race, Ethnicity and Gender in Education: Cross-cultural, which is the sixth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses of race, ethnicity and gender in education. 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 on race, ethnicity and gender in the global culture. It is a sourcebook of ideas for researchers, practitioners and policymakers in education, globalisation, social justic...
Human Rights Education
Bringing together the voices of those deeply engaged in the politics and possibilities of human rights education, Monisha Bajaj's Human Rights Education shapes our understanding of its practices and processes and demonstrates how it has come to be a meaningful field of scholarship, policy, curricular reform, and pedagogy.
Discourse Formation in Comparative Education
New theories and theory-based methodological approaches have found their way into Comparative Education - just as into Comparative Social Science more generally - in increasing number in the recent past. The essays of this volume express and critically discuss quite a range of these positions such as, inter alia, the theory of self-organizing social systems and the morphogenetic approach; the theory of long waves in economic development and world-systems analysis; historical sociology and the sociology of knowledge; as well as critical hermeneutics and post-modernist theorizing. With reference to such theories and approaches, the chapters - written by scholars from Europe, the USA and Australia - outline alternative research agendas for the comparative study of the social and educational fabric of the modern world. In so doing, they also expound frames of reference for re-considering the intellectual shaping, or Discourse Formation, of Comparative Education as a field of study.
The Pursuit of Curriculum
In this far-reaching discussion of curriculum and liberal education, William A. Reid compares curriculum making to the idea of “pursuit.” Like justice, Reid argues that curriculum is not something that we own or possess in a material sense; rather, it is an achievement that anyone involved in schooling must and should pursue. Drawing upon the acclaimed work of Joseph J. Schwab, Reid discusses four traditions within curriculum theory (the systematic, the radical, the existentialist, and the deliberative), and then makes his case that a deliberative perspective is the soundest, most long-lasting philosophical tradition for curriculum theorists to follow. Reid’s goal is to persuade reader...
Social Class and Education
Social Class and Education: Global Perspectives is the first empirically grounded volume to explore the intersections of class, social structure, opportunity, and education on a truly global scale. Fifteen essays from contributors representing the US, Europe, China, Latin America and other regions offer an unparralleled examination of how social class differences are made and experienced through schooling. By underscoring the consequences of our new global reality, this volume takes seriously the transnational migration of commerce, capital and peoples and the ramifications of such for education and social structure. Moving beyond national confines, internationally recognized scholars, Lois Weis and Nadine Dolby, offer a set of emblematic essays that break new theoretical and empirical ground on the ways class is produced and maintained through education around the world.
The Nation, Europe, and the World
Textbooks in history, geography and the social sciences provide important insights into the ways in which nation-states project themselves. Based on case studies of France, Germany, the Netherlands, Spain, Greece, Turkey Bulgaria, Russia, and the United States, this volume shows the role that concepts of space and time play in the narration of 'our country' and the wider world in which it is located. It explores ways in which in western European countries the nation is reinterpreted through European lenses to replace national approaches in the writing of history. On the other hand, in an effort to overcome Eurocentric views,'world history' has gained prominence in the United States. Yet again, East European countries, coming recently out of a transnational political union, have their own issues with the concept of nation to contend with. These recent developments in the field of textbooks and curricula open up new and fascinating perspectives on the changing patterns of the re-positioning process of nation-states in West as well as Eastern Europe and the United States in an age of growing importance of transnational organizations and globalization.
