Zajda / Rust Globalisation, Policy and Comparative Research

Discourses of Globalisation
1. Auflage 2010
ISBN: 978-1-4020-9547-4
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Wasserzeichen (»Systemvoraussetzungen)

E-Book, Englisch, 180 Seiten

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.

Autoren/Hrsg.

Zajda, Joseph

Rust, Val

Inhaltsverzeichnis

1;Preface;7
2;Acknowledgements;10
3;Contents;12
4;Globalisation, and Comparative Research: Implications for Education;14
4.1;1.1 Globalisation and Implications for Education;14
4.2;1.2 Globalisation and Its Politico-Economic Impact on Societies;16
4.3;1.3 Globalisation, Marketisation and Quality/ Efficiency- Driven Reforms;18
4.4;1.4 Evaluating Globalisation and Competing Ideological Interpretations;19
4.5;1.5 Globalisation, Policy and Comparative Research;20
4.6;1.6 Conclusion;23
4.7;References;24
5;Comparative Education in an Increasingly Globalised World;26
5.1;2.1 Introduction;26
5.2;2.2 Types of Globalisation;27
5.3;2.3 Education and Economic Growth or Sustainability;30
5.4;2.4 Academic Achievement and School Effectiveness;33
5.5;2.4.1 Testing and Assessment in Education;34
5.6;2.4.2 Literacy and Global Standards;35
5.7;2.5 Education and Conflict;36
5.8;2.6 Education and Social Justice;38
5.9;2.6.1 Quality Higher Education for All;40
5.10;2.7 Gender, Sexual Identities and Education in the Global Culture;41
5.11;2.8 What is the Resistance to Globalisation and Monopolisation of Minds?;42
5.12;2.9 Agenda for Comparative Education Research;44
5.13;2.10 Conclusion;45
5.14;References;45
6;Globalisation and Its Malcontents: In Pursuit of the Promise of Education;48
6.1;3.1 Globalisation Discourses: Introduction;48
6.2;3.2 The ‘Outsiders’ Within Globalisation Discourses;50
6.3;3.3 The ‘Insiders’ within Globalisation;53
6.4;3.4 Working Across the ‘Outside’ and the ‘Inside’;56
6.5;3.5 Conclusion;58
6.6;References;59
7;To Compare Is Human: Comparison as a Research Methodology;62
7.1;4.1 Comparative Education as a Methodology: Introduction;62
7.2;4.2 Methods Used in Classic Historical Comparative Studies;63
7.3;4.3 ‘Modern’ Comparative Education;65
7.4;4.4 Comparative Methodology;66
7.5;4.4.1 One Approach to Comparative Methodologies;69
7.6;4.5 The State of Comparative Methodologies;70
7.7;4.6 Conclusion;71
7.8;References;72
8;Globalisation and Marginalisation in Higher Education;74
8.1;5.1 Introduction;74
8.2;5.1.1 Economic Globalisation and Schools;75
8.3;5.1.2 Democratic Education;76
8.4;5.2 Higher Education, Globalisation and Democracy;77
8.5;5.2.1 Aims of Neo-Liberal Agenda in Higher Education;77
8.6;5.2.2 Affect of Neo-Liberal Agenda on Teaching and Curriculum;78
8.7;5.2.3 Neo-Liberal Agenda Affect on Culture of Research and Scholarship in Higher Education;80
8.8;5.2.4 Impacts of Neo-Liberal Agenda on Democratic Function;83
8.9;5.3 Evaluation;84
8.10;5.4 Conclusion;86
8.11;References;86
9;Globalisation of Education Policy: Its Effects on Developing Countries;89
9.1;6.1 Globalisation, Education and Development;89
9.2;6.2 Globalisation Discourses;90
9.3;6.3 Globalisation in Context;94
9.4;6.4 Donor Agencies and Education Policy Formation in Developing Countries;96
9.5;6.5 The Globalised Education Policy Agenda and Its Consequences for Developing Nations;98
9.6;6.5.1 Are These Policies Globalised?;101
9.7;6.6 Conclusion;102
9.8;References;102
10;Globalization and the Challenges for Education in Greece;105
10.1;7.1 Introduction;105
10.2;7.2 Public Education at a Crossroad;105
10.3;7.3 Greece, Globalization and Education;107
10.4;7.4 Conclusion;110
10.5;References;111
11;Organizational Trends of Chinese Higher Education: The Influence of Strategy and Structure at Ten Case Study Universities;113
11.1;8.1 Chinese Higher Education: Introduction;113
11.2;8.2 Guiding Strategies of Higher Education in China;115
11.3;8.3 Organizational Structure of Universities in China;121
11.4;8.4 Qualitative Relations to Chinese HEI Strategy and Structure;130
11.5;8.5 Conclusion;132
11.6;References;133
12;Intellectual Property and the Cultural Aspects of Collaboration in the Global Culture: Comparisons Between Mexico and the United State;136
12.1;9.1 Intellectual Property and the Cultural Aspects of Collaboration: Introduction;136
12.2;9.2 Global Issues of Intellectual Property Policy in the Developing World;137
12.3;9.3 Intellectual Property and the University 9.3.1 Implications for Academic Culture;139
12.4;9.3.2 Commercialization and Community Service;140
12.5;9.3.3 Academic Freedom;142
12.6;9.4 Policy Implications;143
12.7;9.5 Intellectual Property at Mexico’s National University;144
12.8;9.6 Technology Transfer Collaboration Between Mexico and the USA;145
12.9;9.7 Conclusion;148
12.10;References;148
13;Globalisation and Mathematics Teaching: The Global Importance of Local Language Contexts;150
13.1;10.1 Notions of Globalisation and Implications for Mathematics Education;150
13.2;10.2 Language as a Global Issue for Mathematics Education;153
13.3;10.3 New Classrooms as a Global Issue;154
13.4;10.4 The Variability of Mathematics Multilingual Classroom Contexts;156
13.5;10.5 The Role of Mathematics Teachers in Multilingual Classrooms;159
13.6;10.5.1 Multilingual Teachers, Multilingual Students Who Share a Language;159
13.7;10.5.2 Multilingual Teachers, Multilingual Students, Teacher/ Students May Share a Language;160
13.8;10.5.3 Bilingual Teachers and Students with Languages Common to Both;160
13.9;10.5.4 Multi or Monolingual Teachers, Multilingual Students Speaking the Same Language;160
13.10;10.5.5 Monolingual Teachers, New Migrant Students with a Mixture of Different Languages;161
13.11;10.5.6 Monolingual Teachers, Stable Mixture of Monolingual/ Multilingual Migrant Students;161
13.12;10.5.7 Advice for a New Context?;162
13.13;10.5.8 A Note of Caution;162
13.14;10.6 Problematising the Issue;163
13.15;10.7 Evaluation;164
13.16;10.8 Conclusion;165
13.17;References;165
14;States, Markets and Higher Education Reform: The Netherlands and England;168
14.1;11.1 Globalisation and Higher Education;168
14.2;11.2 Market-Framing of Higher Education in the Netherlands;169
14.3;11.3 Market-Framing of Higher Education in England;174
14.4;11.4 Evaluation;178
14.5;11.5 Conclusion;179
14.6;References;180
15;Name Index;182
16;Subject Index;186