Zajda Globalisation, Ideology and Education Policy Reforms

1. Auflage 2010
ISBN: 978-90-481-3524-0
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 201 Seiten

Globalisation, Ideology and Education Policy Reforms, which is the 11th volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses concerning globalisation and the politics of education reforms. It reviews some of the ideological imperatives fueling education reforms. It examines critically education reforms within their social, political and global dimensions. It provides an easily accessible, practical yet scholarly source of information about recent developments in globalisation, ideology and trends in education reforms. Above all, the book offers the latest fi- ings to the critical issues concerning major discourses surrounding the nexus between ideology and 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 education reforms globally. It provides directions in education, and policy research, relevant to progressive 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 (Apple 2004; Carnoy 1999; Zajda et al. 2008). It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation and quality-driven education reforms.

Autoren/Hrsg.

Zajda, Joseph

Inhaltsverzeichnis

1;Preface;7
2;Acknowledgements;9
3;Chapter 1;24
3.1;The Politics of the New History School Textbooks in the Russian Federation;24
3.1.1;1.1 History and Historical Consciousness;24
3.1.2;1.2 The New Generation of History Textbooks in Russia;25
3.1.3;1.3 New Narratives in History School Texts;28
3.1.3.1;1.3.1 Grades 10 and 10 History School Textbooks;28
3.1.3.2;1.3.2 Grade 9 History Textbooks;30
3.1.3.3;1.3.3 The Storming of the Parliament House: 4 October 1993;33
3.1.4;1.4 A New Historical Critical Consciousness;33
3.1.5;1.5 Conclusion;35
3.2;References;36
4;Contents;11
5;Chapter 2;39
5.1;Constructing the Australian School History Curriculum: Ideology, High Politics and the History Wars in the Howard Years;39
5.1.1;2.1 Background to Policy and History Curriculum;39
5.1.2;2.2 Ideology and School History;40
5.1.3;2.3 The Australian Initiative for National Curriculum;41
5.1.3.1;2.3.1 A Narrative Memoir;42
5.1.4;2.4 The History Summit: August 2006;43
5.1.5;2.5 Responses to the Australian National History Curriculum Summit;47
5.1.6;2.6 The Australian National History Curriculum Summit;48
5.1.7;2.7 Re-inventing School History: Losing the Plot?;49
5.1.8;2.8 After the Summit;50
5.1.9;2.9 The School History Working Party;51
5.1.10;2.10 The School History Curriculum Reference Group: The Blainey Panel;52
5.1.11;2.11 The Prime Minister’s Guide to the Teaching of Australian History in Schools;53
5.1.12;2.12 What Had Happened to Policy Reform in Australian History?;54
5.1.13;2.13 Conclusion;56
5.2;References;56
6;Chapter 3;58
6.1;Teachers, History Wars and Teaching History Grade 6 in Greece;58
6.1.1;3.1 History Wars in Greece: Introduction;58
6.1.2;3.2 The Nature of Greek Education and the Pedagogical Institute;59
6.1.3;3.3 Exorcising Church “Secret Schools and Demons”;60
6.1.4;3.4 Promoting Geo-Political Stability in the Balkans by Challenging Traditional School Representations of the Turkish “Bogy;62
6.1.5;3.5 A Victory of Ethonationalism?;64
6.1.6;3.6 Introducing a New Teaching Methodological Style Based on Critical Inquiry;64
6.1.7;3.7 Conclusion;65
6.2;References;66
7;Chapter 4;68
7.1;Why Educational Reforms Fail: The Emergence and Failure of an Educational Reform: A Case Study from Israel;68
7.1.1;4.1 Education Reforms: Introduction;68
7.1.2;4.2 Theoretical Framework for Analysing Education Reforms;69
7.1.2.1;4.2.1 The Equilibrium Paradigm;69
7.1.2.2;4.2.2 The Conflict Paradigm;70
7.1.2.3;4.2.3 Alternative Explanations for Failure of Educational Policies/Reforms;70
7.1.3;4.3 Background to Understanding Politico-Economic Impetus for Education Reforms;72
7.1.4;4.4 The Emergence and Failure of the 2005 Educational Reform;75
7.1.5;4.5 Discussion;77
7.1.6;4.6 Conclusions;79
7.2;References;79
8;Chapter 5;82
8.1;Japanese National Curriculum Standards Reform: Integrated Study and Its Challenges;82
8.1.1;5.1 Japanese National Curriculum Standards Reform;82
8.1.2;5.2 Data Sources;83
8.1.3;5.3 Curriculum Reform;84
8.1.4;5.4 The Period for Integrated Study;84
8.1.5;5.5 Challenges in Implementation;85
8.1.5.1;5.5.1 Student Learning;85
8.1.5.2;5.5.2 Teacher Teaching;89
8.1.6;5.6 Discussion;90
8.1.7;5.7 Conclusion;93
8.2;References;94
9;Chapter 6;97
9.1;Implementation of Education Reform Policies: The Issue of Structural and Cultural Discordance;97
9.1.1;6.1 Education Reforms in Malaysia: Introduction;97
9.1.2;6.2 Shaping of the Research Question;98
9.1.3;6.3 Theoretical Framework;99
9.1.4;6.4 Analysis of the Education System in Malaysia;99
9.1.5;6.5 Evaluation;101
9.1.6;6.6 Conclusion;102
9.2;References;103
10;Chapter 7;105
10.1;Education in China: The Urban/Rural Disparity Explained;105
10.1.1;7.1 Human Development or Human Capital: Which for Rural China?;108
10.1.2;7.2 China’s Context of Disparities Explained;112
10.1.2.1;7.2.1 Disparity of Access and Participation;112
10.1.2.2;7.2.2 Disparity in Teacher Quality;115
10.1.2.3;7.2.3 Disparity of Resource Quality;120
10.1.3;7.3 Disparity in Curriculum Relevance: Chinese Curriculum History;121
10.1.3.1;7.3.1 Recent Curriculum Changes;123
10.1.3.2;7.3.2 Religious Curriculum;125
10.1.4;7.4 Suggestions for Change;125
10.1.5;7.5 Conclusion;128
10.2;References;128
11;Chapter 8;130
11.1;The Academic Achievement Gap in Israel: Inequality in Education;130
11.1.1;8.1 Educational Achievement in Israel;130
11.1.2;8.2 Problematic Issue: Deferring Achievement Distribution;131
11.1.3;8.3 Methodology;131
11.1.3.1;8.3.1 Data;132
11.1.3.2;8.3.2 Variables;132
11.1.3.2.1;8.3.2.1 Educational Output Measures;132
11.1.3.3;8.3.3 The Education Gini coefficient and the Education Lorenz Curve;134
11.1.4;8.4 Findings;135
11.1.4.1;8.4.1 Nationwide Analysis;135
11.1.4.2;8.4.2 Ethnicity Analysis;135
11.1.4.3;8.4.3 Origin Analysis;135
11.1.4.4;8.4.4 Residence Analysis;139
11.1.4.4.1;8.4.4.1 Periphery Versus Center;141
11.1.4.5;8.4.5 Education Kuznets Curve;141
11.1.5;8.5 Discussion;145
11.1.6;8.6 Conclusion;146
11.2;References;147
12;Chapter 9;148
12.1;Stories of Difference: Metropolitan and Rural Students’ Attitudes to University;148
12.1.1;9.1 Academic Achievement, SES, and Higher Education;148
12.1.2;9.2 The Narrative of the Rural Sector;149
12.1.3;9.3 The Narrative of the Urban Schools: Western Region;154
12.1.4;9.4 The Narrative of the Urban Schools: Eastern Region;158
12.1.5;9.5 Evaluation;163
12.1.6;9.6 Conclusion;165
12.2;References;166
13;Chapter 10;168
13.1;Teachers Surviving to Teach: Implications for Post-Soviet Education and Society in Tajikistan and Kyrgyzstan;168
13.1.1;10.1 Introduction;168
13.1.2;10.2 Education and Society in Tajikistan and Kyrgyzstan: Background;169
13.1.3;10.3 Paradoxes of Research Portrayals of the Soviet Union;172
13.1.4;10.4 Trading in Soviet and Post-Soviet Times: Teachers’ Perspectives;174
13.1.5;10.5 Implications for Teaching, Education and Society;185
13.1.6;10.6 Conclusion;187
13.2;References;188
14;Chapter 11;190
14.1;The Politics of Education Reforms and Policy Shifts in the Russian Federation;190
14.1.1;11.1 Socio-Political Background to Reforms in Education;190
14.1.1.1;11.1.1 Communist Education and Socialization;192
14.1.1.2;11.1.2 Achievements in Education;193
14.1.1.2.1;11.1.2.1 Stalin’s Education Legacy;194
14.1.1.3;11.1.3 Trends in Educational Achievement During the 1970s;194
14.1.2;11.2 Recent Trends and Policy Issues in Education: 1991–2005;194
14.1.2.1;11.2.1 Growth of the Higher Education Sector;195
14.1.2.2;11.2.2 Education Policy Change: 1993–2005;196
14.1.2.3;11.2.3 The Idea of Modernization;197
14.1.2.4;11.2.4 Decentralization, Privatization and Marketization of Education;197
14.1.3;11.3 Transition from State Communism to Neo-liberal Democracy (1991–2005);199
14.1.3.1;11.3.1 Centralization and Control of Education;199
14.1.3.2;11.3.2 Equality of Educational Opportunity: Equality, Differentiation, and Credentialism;199
14.1.4;11.4 Higher Education Reforms – Transformation and Social Change;200
14.1.4.1;11.4.1 Private Universities;202
14.1.5;11.5 Current Debate in Higher Education: Standards and Quality;202
14.1.6;11.6 Conclusion;204
14.2;References;204
15;Name Index;207
16;Subject Index;210