By Joseph Zajda (auth.), Joseph Zajda (eds.)
The 11th within the 12-volume e-book sequence Globalisation, Comparative schooling and coverage Research, this paintings units out to discover the interrelationship among ideology and schooling reforms, surroundings it in a world context. With this as its concentration, the chapters characterize hand-picked scholarly examine on significant discourses within the box of comparative schooling. A compendium of the very most up-to-date considering at the topic, this quantity is, just like the others within the sequence, a state of the art sourcebook for researchers, practitioners and policymakers alike. not just do the chapters supply a well timed review of present matters affecting comparative schooling and schooling coverage study in what's now a world academic tradition, however the paintings additionally includes principles approximately destiny instructions that coverage reforms may well take.
The booklet attracts upon fresh experiences within the parts of globalisation, fairness, and the position of the nation. It explores conceptual frameworks and methodological ways appropriate within the examine protecting the nation, globalisation, and schooling reforms. The study evinces the neo-liberal ideological imperatives of present schooling and coverage reforms, and illustrates the best way that shifts within the dating among the kingdom and schooling coverage impact present developments in schooling reforms and education globally. person chapters significantly verify the dominant discourses and debates on comparative schooling examine in schooling and coverage reforms. utilizing different comparative schooling paradigms from serious idea to globalisation, the authors concentrate on globalisation, ideology and democracy and consider either the explanations and results of schooling reforms, coverage switch and transformation. they supply a extra knowledgeable critique of types of responsibility, caliber and college effectiveness which are educated through Western social values. The booklet additionally attracts upon contemporary stories within the parts of fairness, cultural capital and dominant ideologies in education.
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Additional info for Globalisation, Ideology and Education Policy Reforms
When the summit went badly off track, and with no fallback plan immediately to hand, Howard was unable (at that time) to regain direction of a project that was so close to his heart and to his ideological convictions because he had promised that the summit outcome would be the solution to all his school history problems. Post-summit criticism of Hirst’s proposals (questions still bad, more facts good) were further inflamed by an astonishing claim by Julie Bishop, in her home state and speaking at the Fremantle HTAA conference (6 October 2006), that curriculum officials were Maoists.
Here, Russia’s 12-year olds study narratives, maps, and charts to learn about the greatness of the Russian state and its imperial past: Knowing the history of one’s Rodina (Motherland) is important for every human being. History is correctly called the people’s memory and the teacher of life…The most important thing in the study of history of one’s Motherland – is learning to love her. To love the Fatherland means to love the country, the geographic space where a person was born. To love the Fatherland means loving one’s people, norms, customs, culture and native tongue.
1999). The reform of education in Russia and the problem of history teaching, education in Russia, the independent states and Eastern Europe, 17, 1, 3–19. Kaplan, V. (2005). History teaching in post-Soviet Russia: coping with antithetical traditions. In B. Eklof, L. ), Educational reform in post-Soviet Russia: legacies and prospects (pp. 247–271), London: Frank Cass/Routledge. Kaufman, C. (1994). De-Sovietizing educational systems, learning from past policy and practice. International Review of Education, 40(2), 149–158.