Global Pedagogies: Schooling for the Future

ISBN-13: 9789400732599 / Angielski / Miękka / 2012 / 208 str.

Joseph Zajda

Opis

Global Pedagogies: Schooling for the Future, which is the twelfth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses in comparative education research with reference to globalisation, educational policy and classroom pedagogy. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation, global pedagogies and schooling for the future around the world. The aim of the book is to provide an easily accessible, practical yet scholarly source of information about the international concern in the field of globalisation, global pedagogies, and educational transformation. Readers will find here the very latest thinking on globalisation, global pedagogies and educational transformation in the context of global culture. It offers a timely overview of current issues affecting discourses pertaining to global pedagogies and policy research in the global culture. It provides directions in education, and policy research, relevant to transformational educational reforms in the 21^st century. The book critically examines the overall interplay between comparative education discourses, globalisation, and education. It draws upon recent studies in the areas of globalisation, equity, social justice, and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, equity, and education. It demonstrates the neo-liberal ideological 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. Various book chapters critique the dominant discourses and debates pertaining to comparative education discourses and the newly constructed and re-invented models of neo-liberal ideology in education. Using a number of diverse paradigms in comparative education research, ranging from critical theory to globalisation, the authors, by focusing on globalisation, ideology and democracy, attempt to examine critically both the reasons and outcomes of education reforms, policy change and transformation and provide a more informed critique on the Western-driven models of accountability, quality and school effectiveness. The book draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education.

Recenzje

From the reviews:

"Designed to offer new innovations and ideas for the schooling of the future ... . the book is appropriate for higher education, particularly for students in the teacher preparation programs. ... the book will not only enhance students' capabilities but may broaden their scope of global understanding ... . I strongly recommend ... to students, researchers, teacher, global educators, policy makers, and anyone who wishes to learn the intricacies of international and comparative education, and how to conceptualize and design ideal schooling for the future." (Sadiq A. Abdullahi, World Studies in Education, Vol. 11 (2), 2010)

Spis treści

Foreword—? xi Preface—Joseph Zajda – xiv Acknowledgements – xvi Introduction – xx SECTION I: GLOBAL PEDAGOGY: PERSPECTIVES 1. Global Pedagogies and Communities of Meaning and Hope: Education in a Time of Global Fragmentation, Svi Shapiro, University of North Carolina 2. Rethinking Global Education in the 21st Century, Sadiq A. Abdullahi, Florida International University 3. Globalisation and Postnational Possibilities in Education for the Future: Rethinking Borders and Boundaries,Stephen David, Northern Illinois University, Nadine Dolby, Northern Illinois University & Fazal Rizvi, University of Illinois at Urbana-Champaign 4. Framing Education for the Future: A Conceptual Synthesis of the Major Social Institutional Forces Affecting Education, Duncan Waite, Texas State University, Lejf Moos, University of Aarhus, Denmark Ciaran Sugrue, Cambridge University & Cungang Liu, Shandong Yingcai Vocational Technology College,China 5. Values, Roles, Visions and Professional Development in the 21st Century: Australian and Japanese Principals Voice their Views, David T. Gamage, University of Newcastle & Takeyuki Ueyama, the Nihon University, Japan. 6. When Indigenous and Modern Education Collide in the Global Culture, Alberto Arenas, Iliana Reyes &Leisy Wyman, University of Arizona 7. Global Agendas in Special Education: A Critique, Margaret Winzer & Kas Mazurek, University of Lethbridge SECTION II: GLOBAL PEDAGOGY: CASE STUDIES 8. Global Transformation of a Nordic Learning Society: The Case of Finland, Ari Antikainen, University of Joensuu 9. Education for Sustainability and the Role of Future-Focus Pedagogy, Caroline Smith, Australian Catholic University 10. Sustainable Living by the Bay: Improving Student Engagement in the Science Classroom for the 21st Century, Lyn Carter, Australian Catholic University, Melbourne & Ranjith Dediwalage, St Leonard’s College, Melbourne 11. Preservice female teachers’ mathematics self-concept and mathematics anxiety: Alongitudinal study, Rita M. Johnson, California State University, Kenneth H. Smith, Australian Catholic University & Sherrie Carinci, California State University. 12. “Learning to Be” for Tomorrow’s Schools: A Trans-cultural Dimension in Classroom Pedagogy, Marie-Laure Mimoun-Sorel Index of Names Index of Subject

Blurb

In a postmodern world characterized by flux and uncertainty, parents often view education institutions as a major, if not the only, provider of moral certainties for their children. Yet ironically, as these expectations of schools and their staff have increased, conservative-minded governments have attenuated the ability of schools to achieve them, through funding cuts, centralization and the blunt instrument of league tables. This volume, the twelfth in the Springer series Globalisation, Comparative Education and Policy Research, analyses the role schools might play in the communities of the future. The contributors argue that, globally, education and pedagogy in particular, as that sphere of human activity most concerned with the deliberate way in which consciousness and conscience is formed, and identity inculcated, has the capacity to contribute significantly to a world in which social justice, tolerance and care for the environment become the dominant social paradigm. As with the others in this series, the aim of this volume is to provide an accessible and practical, yet scholarly source of information about international concerns in the field of globalisation, global pedagogies, and educational transformation. Readers will find here the very latest thinking on these issues, discussed in the context of global culture. The chapters provide directions in education, and policy research, which will be relevant to transformational educational reforms in the 21st century. The book’s two sections focus first on main trends and issues around the world, before moving on to explore the interplay between education and the concepts of equality, access and democracy. Researchers and educationalists will find much to ponder, from an examination of the politics of new history textbooks in Russia, to the difference in attitudes to tertiary education displayed by young people from urban and rural backgrounds.