Global Convergence and Divergence in Childhood Ideologies and the Marginalization of Children -- Measuring Inequities in Secondary School Attendance: The Probability of Attending Secondary School for Primary School Graduates in Nicaragua -- Religion, International Aid, and Used Clothing: Globalization and Mayan Literacy Revival in Guatemala -- A New Understanding of Globalization: The Case of the Rom� -- Equity Considerations in the Access to Higher Education in Central and Eastern Europe -- The Process of Inclusion/Exclusion in Brazilian Schools: Data from Reality -- Private Resources in Educational Finance and Equality Implications: Evidence from Peru -- Defying the Odds: A Study of Grade 11 Female Students in Eritrea -- Voices of Teachers in Academic and Vocational Secondary Schools in Egypt: Perceived Consequences of Educational Reform for Quality and Equality -- Cultural Capital: What Does It Offer Students? A Cross-National Analysis -- The Institutionalization of Mass Schooling as Marginalization or Opportunity in Islamic Nation-States.

The book critically examines the overall interplay between globalisation, social inequality and education. It draws upon recent studies in the areas of globalisation, educational inequalities and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, social stratification 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 the newly constructed and re-invented models of neo-liberal ideology in education, set against the current climate of growing social stratification and unequal access to quality education for all. The book, constructed against this pervasive anti-dialogical backdrop, aims to widen, deepen, and in some cases open, discourse related to globalisation, and new dimensions of social inequality in the global culture. It is presented around three particular dimensions: hegemony, equity, and cultural capital, as these continue to be most significant dimensions defining social inequality in the global culture. The book explores the ambivalent and problematic relationship between the State, globalisation and social change. Using a number of diverse paradigms, ranging from critical theory to globalisation, the authors, by focusing on globalisation, ideology and social inequality, 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. It examines the overall interplay between globalisation, ideology and social inequality in education.