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|a Globalisation, ideology and politics of education reforms /
|c Joseph Zajda, editor.
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|a Cham :
|b Springer,
|c 2015.
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|c ©2015.
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|a Globalisation, comparative education and policy research ;
|v 14.
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|a Online resource; title from PDF title page (EBSCO, viewed October 14, 2015).
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|a Includes bibliographical references and index.
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|a Foreword -- Preface -- Contributors -- 1. Globalisation, Ideology and Education Reforms -- Part I Trends in Global Citizenship, Culture and History Education -- 2. Challenges and Opportunities: Re-socialization as a Framework for Global Citizenship Education -- 3. The National Curriculum and History School Textbooks in Australia and the Russian Federation -- 4. Patriotism, History Teaching, and History Textbooks in Russia: What Was Old is New Again -- 5. The Role of Language Awareness in Promoting Intercultural Coexistence -- Part II Education Reforms in Secondary Schools -- 6. Globalisation and School-Based Curriculum Movement in China -- 7. Head Teacher Visibility and Perceptions of Head Teacher Trustworthiness: Perspectives of Ugandan Secondary Teachers -- 8. The Voucher System and School Choice in Georgia -- 9. Pedagogical-Content-Knowledge for Teaching Mathematics: A globalised phenomenon -- 10. Inculcating National Identity and Economic Competiveness: A Comparative Study of Curriculum Reforms in Singapore and Hong Kong -- 11. Globalisation and the Politics of Education Reforms -- Index.
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|a This 14th volume in the 24-volume book series sets out to explore the interrelationship between ideology, the state, and education reforms, placing it in a global context. It examines some of the major education reforms and policy issues in a global culture, particularly in the light of recent shifts in accountability, quality and standards-driven education, and policy research. By doing so, it provides a comprehensive picture of the intersecting and diverse discourses of globalisation and policy-driven reforms in education. The book draws upon recent studies in the areas of globalisation, equality, and the role of the state. It explores conceptual frameworks and methodological approaches applicable in the research covering the state, globalisation, and education reforms. It critiques the neo-liberal ideological imperatives of current education and policy reforms, and illustrates the way that shifts in the relationship between the state and education policy affect current trends in education reforms and schooling globally. Individual chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and democracy and examine both the reasons and outcomes of education reforms and policy change. They provide an informed critique of models of accountability, quality and standards-driven education reforms that are informed by Western dominant ideologies and social values. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education.
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|a Education and state.
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|a Education and globalization.
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|a Educational change.
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|a Comparative education.
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|a Éducation
|x Politique gouvernementale.
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|a Éducation et mondialisation.
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| 650 |
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|a Enseignement
|x Réforme.
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|a Éducation comparée.
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|a EDUCATION
|x Administration
|x General.
|2 bisacsh.
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| 650 |
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|a EDUCATION
|x Educational Policy & Reform
|x General.
|2 bisacsh.
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| 650 |
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|a Comparative education.
|2 fast.
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| 650 |
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|a Education and globalization.
|2 fast.
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|a Education and state.
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|a Educational change.
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|a Zajda, Joseph I.,
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