Zajda Globalization, Education and Social Justice

2010
ISBN: 978-90-481-3221-8
Verlag: Springer Netherlands
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 10, 193 Seiten

Reihe: Globalisation, Comparative Education and Policy Research

Globalization, Education and Social Justice, which is the tenth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents up-to-date scholarly research on major discourses concerning global trends in education, social justice and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of social justice, globalisation, and policy research. Above all, the book offers the latest findings to the critical issues in education and social justice globally. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation and social justice education reforms around the world. It offers a timely overview of current issues in social justice affecting education policy research in the global culture. It provides directions in education, and policy research, relevant to transformational educational reforms in the 21st century. The book critically examines the overall interplay between globalisation, education reforms, and social justice. It draws upon recent studies in the areas of globalisation, social justice education reforms and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, equity, education, and social justice. 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 for social justice and schooling globally. Various book chapters critique the dominant discourses and debates pertaining to the politics of social justice and education globally and the newly constructed and re-invented models of neo-liberal ideology in education and policy reforms. Using a number of diverse paradigms in comparative education research, ranging from critical theory to post-structuralist discourses, the authors, by focusing on globalisation, social justice and democracy, attempt to examine critically both the reasons and outcomes of education reforms and policy change for social justice. The volume offers a more informed critique on the Western-driven models of education reforms and implications for social justice. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. The general intention is to make Globalization, Education and Social Justice available to a broad spectrum of users among policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners in the education and related professions.

Autoren/Hrsg.

Zajda, Joseph

Inhaltsverzeichnis

1;Zajda_Frontmatter.pdf;1
1.1;Anchor 2;7
1.2;Globalization, Education, and Social Justice;12
1.2.1;Current Issues in Social Justice Research;12
1.2.1.1;Globalization as a Multifaceted Phenomenon;12
1.2.2;Defining Social Justice;13
1.2.3;Social Justice and Social Inequality;15
1.2.3.1;Social Inequality and Implications for Social Justice;16
1.2.3.2;Access and Equity Issues in Schooling;18
1.2.4;Current Issues in Social Justice Pedagogy Research;18
1.2.5;Conclusion;20
1.2.6;References;21
2;Part I.pdf;23
3;Zajda_Ch01.pdf;24
3.1;Chapter 1;24
3.1.1;Pedagogical Ethics for Teaching Social Justice in Teacher Education;24
3.1.1.1;1.1 Pedagogical Ethics for Teaching Social Justice in Teacher Education;24
3.1.1.1.1;1.1.1 What Is Social Justice?;24
3.1.1.2;1.2 Current Conditions in Education;25
3.1.1.2.1;1.2.1 The Pedagogical Ethics and Competencies in the Practices of Social Justice Educators/Leaders;26
3.1.1.3;1.3 Teaching Social Justice in Teacher Education;28
3.1.1.3.1;1.3.1 Tenets for Transformative Leadership;29
3.1.1.4;1.4 Critical Pedagogy;31
3.1.1.5;1.5 Conclusion;33
3.1.2;References;33
4;Zajda_Ch02.pdf;35
4.1;Chapter 2;35
4.1.1;Globalization, Social Justice, and Education in Africa: Neoliberalism, Knowledge Capitalism in Sub-Saharan Africa;35
4.1.1.1;2.1 Characteristics of Neoliberalism in the Global Culture;35
4.1.1.2;2.2 Higher Education and Neoliberalism;36
4.1.1.3;2.3 Knowledge as the New Form of Capitalism;36
4.1.1.4;2.4 Salient Aspects of the Knowledge Economy;37
4.1.1.5;2.5 The Proliferation of Private Universities in Developing Countries;39
4.1.1.6;2.6 Higher Education Linkages;41
4.1.1.7;2.7 Delivery System of Higher Education;43
4.1.1.8;2.8 Some Issues with Privatized Higher Education;44
4.1.1.8.1;2.8.1 Quality in Education;44
4.1.1.8.2;2.8.2 Academic Fraud;46
4.1.1.9;2.9 South Africa;46
4.1.1.10;2.10 Brain Drain;48
4.1.1.11;2.11 Conclusion;49
4.1.2;References;49
5;Zajda_Ch03.pdf;52
5.1;Chapter 3;52
5.1.1;Education, Social Justice, and Development in South Africa and Cuba: Comparisons and Connections;52
5.1.1.1;3.1 Education and Social Justice: Introduction;52
5.1.1.2;3.2 Links Between Cuba and South Africa: Shared Legacy and Leaders as Comrades;53
5.1.1.3;3.3 Cuban Achievements in Education and Development;55
5.1.1.4;3.4 Apartheid-Era Education in South Africa;57
5.1.1.5;3.5 The New South Africa: Transformation After Apartheid;57
5.1.1.6;3.6 Educational Transformation;58
5.1.1.7;3.7 Persistent and New Challenges in Education;59
5.1.1.8;3.8 Human Resources Development Challenges in South Africa, and a Role for Cuba;61
5.1.1.9;3.9 South-South Collaborations in Education, SA and CUBA: Issues and Reactions;62
5.1.1.10;3.10 Conclusion;64
5.1.2;References;65
6;Zajda_Ch04.pdf;68
6.1;Chapter 4;68
6.1.1;The Heteronomous University and the Question of Social Justice: In Search of a New Social Contract;68
6.1.1.1;4.1 Wealth, Poverty, and Equality of Educational Opportunity in Neoliberal Times;68
6.1.1.1.1;4.1.1 Education, Development, and Social Justice;69
6.1.1.2;4.2 Universities and Social Justice;70
6.1.1.2.1;4.2.1 The Normative Dimension: University Visions;70
6.1.1.2.2;4.2.2 The Political Economy Dimension: Universities, Global Capitalism, and the Neoliberal State;72
6.1.1.2.3;4.2.3 Some Considerations About the Concept of Heteronomous University;73
6.1.1.2.4;4.2.4 The 10 Cs of the Heteronomous University;73
6.1.1.3;4.3 The Public University and the Protection of the Common Good;76
6.1.1.3.1;4.3.1 Potential Risks;77
6.1.1.3.2;4.3.2 Accessibility;77
6.1.1.3.3;4.3.3 Job Insecurity;77
6.1.1.3.4;4.3.4 Widening Gap Among Disciplines;77
6.1.1.3.5;4.3.5 Secrecy;78
6.1.1.3.6;4.3.6 Conflicts of Interest;78
6.1.1.3.7;4.3.7 Erosion of Academic Environment;79
6.1.1.4;4.4 Wither the Social Responsibility of the University?;80
6.1.1.4.1;4.4.1 Technical Progress, Social Tragedies;80
6.1.1.4.2;4.4.2 Toward a New Social Contract;80
6.1.1.5;4.5 Evaluation;82
6.1.1.6;4.6 Conclusion;83
6.1.2;References;83
7;Zajda_Ch05.pdf;86
7.1;Chapter 5;86
7.1.1;Education for Social Justice or Human Capital?;86
7.1.1.1;5.1 Inequalities in Education: Introduction;86
7.1.1.2;5.2 Social Change;87
7.1.1.3;5.3 Exploring the Links Between Education and Poverty;88
7.1.1.3.1;5.3.1 Economic and Social Factors;88
7.1.1.3.2;5.3.2 The Role of International Aid Agencies;89
7.1.1.4;5.4 Provision of Education in Rural Areas: Particular Challenges;90
7.1.1.5;5.5 Gender Discrimination;91
7.1.1.6;5.6 Progress Towards Higher Participation Rates in Compulsory Education;91
7.1.1.7;5.7 Discussion;93
7.1.1.8;5.8 Conclusion;94
7.1.2;References;94
8;Part II.pdf;96
9;Zajda_Ch06.pdf;97
9.1;Chapter 6;97
9.1.1;Social Justice Pedagogy: Simple Gestures of Humanity;97
9.1.1.1;6.1 Social Justice Pedagogy;97
9.1.1.1.1;6.1.1 Social Justice Pedagogy: Simple “Gestures of Humanity” in Education;97
9.1.1.2;6.2 Our Vision of Social Justice;99
9.1.1.3;6.3 Guiding Principles of Social Justice Pedagogy;100
9.1.1.3.1;6.3.1 Integrity;101
9.1.1.3.2;6.3.2 Caring;101
9.1.1.3.3;6.3.3 Respect;101
9.1.1.3.4;6.3.4 Commitment to Service;102
9.1.1.3.5;6.3.5 Accountability;102
9.1.1.4;6.4 Conclusion;103
9.1.2;References;103
10;Zajda_Ch07.pdf;105
10.1;Chapter 7;105
10.1.1;Including Students with Special Needs: Implications for Social Justice;105
10.1.1.1;7.1 Special Education Issues: Introduction;105
10.1.1.2;7.2 Inclusive Schooling for Students with Special Needs;106
10.1.1.3;7.3 Canada: The Province of Alberta;107
10.1.1.4;7.4 Australia: The State of Victoria;109
10.1.1.5;7.5 Themes and Comparisons: Inclusive Schooling;111
10.1.1.6;7.6 Discussion;115
10.1.1.7;7.7 Conclusion;117
10.1.2;References;117
11;Zajda_Ch08.pdf;120
11.1;Chapter 8;120
11.1.1;The Impact of Two Policies on Principal and Teacher Preparation Programs: No Child Left Behind and the Individuals with Disa;120
11.1.1.1;8.1 Introduction: For Better or Worse?;120
11.1.1.2;8.2 Principal and Teacher Preparation Educational Leadership Programs;123
11.1.1.3;8.3 Compliance or Commitment to Deep Levels of Structural Reform;126
11.1.1.4;8.4 Teacher Education Programs;128
11.1.1.5;8.5 Teacher Preparation and ELLs;131
11.1.1.6;8.6 Special Education Teacher Preparation Programs;132
11.1.1.7;8.7 Forked Tongues: Alternate Teacher Certification;135
11.1.1.8;8.8 Discussion;138
11.1.1.9;8.9 Conclusion;141
11.1.2;References;141
12;Zajda_Ch09.pdf;144
12.1;Chapter 9;144
12.1.1;Solving the Equity/Equality Conceptual Dilemma: A New-Goal Oriented Model to Approach Analyses Associated with Different Stage;144
12.1.1.1;9.1 Solving the Equity/Equality: Introduction;144
12.1.1.2;9.2 Understanding the Relevance and Origins of “Equity” and “Equality”;145
12.1.1.2.1;9.2.1 Equality;147
12.1.1.2.2;9.2.2 Equity;149
12.1.1.3;9.3 The Equality–Equity Model;151
12.1.1.3.1;9.3.1 Matching “Equality” Dimensions with Different Stages of the Educational Process;151
12.1.1.3.2;9.3.2 Matching “Equity” Dimensions with Different Stages of the Educational Process;155
12.1.1.4;9.4 Conclusion;157
12.1.2;References;157
13;Zajda_Ch10.pdf;161
13.1;Chapter 10;161
13.1.1;Classroom Inequity and the Literacy Experiences of Black Adolescent Girls;161
13.1.1.1;10.1 Education Reform: Historical Overview and Marginalized Students;161
13.1.1.2;10.2 Racial and Gender Inequity;164
13.1.1.3;10.3 Classroom Inequity and a Literacy Case Study;166
13.1.1.4;10.4 Recommendations for Policy and Pedagogical Reform;171
13.1.1.5;10.5 Conclusion;172
13.1.2;References;173
14;Zajda_Ch11.pdf;176
14.1;Chapter 11;176
14.1.1;Pedagogies to Support Indigenous Students’ Mathematics Learning in Rural and Remote Queensland Classrooms;176
14.1.1.1;11.1 Improving Indigenous Students’ Mathematics Outcomes: Introduction;176
14.1.1.2;11.2 Indigenous Learning of Mathematics;177
14.1.1.2.1;11.2.1 Defining Indigenous in Australia;177
14.1.1.3;11.3 Indigenous Education;179
14.1.1.4;11.4 Mathematics Pedagogy;179
14.1.1.5;11.5 Mathematics Learning Styles of Indigenous Students;181
14.1.1.6;11.6 Indigenous Mathematics Learning Project;183
14.1.1.6.1;11.6.1 The Overall Project;183
14.1.1.6.2;11.6.2 The Project in 2002;184
14.1.1.7;11.7 Methodology;185
14.1.1.7.1;11.7.1 Aims, Outcomes and Instruments;185
14.1.1.7.2;11.7.2 Subjects;186
14.1.1.7.3;11.7.3 Procedure and Analysis;186
14.1.1.8;11.8 Teachers’ Beliefs and Practices;187
14.1.1.8.1;11.8.1 Teacher Beliefs: Non-differentiation Between Indigenous and Non-indigenous Students;187
14.1.1.8.2;11.8.2 Language Differences;188
14.1.1.8.3;11.8.3 Step-by-Step Instructions;189
14.1.1.8.4;11.8.4 Hands-on Activity;189
14.1.1.8.5;11.8.5 Readiness;190
14.1.1.9;11.9 Teacher Practices;190
14.1.1.9.1;11.9.1 ‘Skill and Drill’ Pedagogy;190
14.1.1.9.2;11.9.2 Rotational Groups;191
14.1.1.9.3;11.9.3 No Modification of Textual Material;192
14.1.1.9.4;11.9.4 Lack of Contextualisation;192
14.1.1.9.5;11.9.5 Unproductive Pedagogic Teacher-Teacher Aide Partnerships;193
14.1.1.10;11.10 Discussion;193
14.1.1.10.1;11.10.1 Implications for Harris (1980);193
14.1.1.10.2;11.10.2 White View of Mathematics;194
14.1.1.11;11.11 Conclusion;195
14.1.2;References;196
15;Zajda_10_Author Index.pdf;200
16;Zajda_10_Subject Index.pdf;203