000 04229nam a22006255i 4500
001 978-1-4020-8349-5
003 DE-He213
005 20161121230832.0
007 cr nn 008mamaa
008 100301s2008 ne | s |||| 0|eng d
020 _a9781402083495
_9978-1-4020-8349-5
024 7 _a10.1007/978-1-4020-8349-5
_2doi
050 4 _aLB43
072 7 _aJN
_2bicssc
072 7 _aEDU043000
_2bisacsh
082 0 4 _a370.116
_223
082 0 4 _a370.9
_223
245 1 0 _aComparative and Global Pedagogies
_h[electronic resource] :
_bEquity, Access and Democracy in Education /
_cedited by Joseph Zajda, Lynn Davies, Suzanne Majhanovich.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2008.
300 _aXXIV, 232 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aGlobalisation, Comparative Education and Policy Research ;
_v2
505 0 _aMain Trends and Issues in Equity, Access and Democracy -- Globalization, Comparative Education and Policy Research: Equity and Access Issues -- Interruptive Democracy in Education -- The Role of Education and Training in the Empowerment and Inclusion of Migrants and Refugees -- Equity and Democratic Education in Ghana: Towards a Pedagogy of Difference -- Access Denied: A Story of Resistance -- Race, Gender, and Equity -- Race, Ethnicity and Gender in Swedish Education: Policy Discourses and Dangers -- The Gender Agenda: The Limits and Possibilities of Global and National Citizenship Education -- Globalization, Education Reforms and Immigrant Students in Canada -- Globalising the Universal: Equity, Policy and Planning -- Teacher Candidates’ Racial Identity Formation and the Possibilities of Antiracism in Teacher Education -- Education for Equitable Outcomes or Educational Inequality: A Critical Analysis of UNESCO’S Education for All and the United States’ No Child Left Behind Programs -- Gender and the Case of Girls’ Education: Organizational Learning in International Development Agencies.
520 _aThis book critically examines equality, equity and democracy in education, globally as well as from various perspectives. Globally, there are increasing arguments both for the democratization of education and for the use of education to promote a democratic society. It is argued that democratic schools would better prepare for active citizenship and for a strong civil society which are seen to be the foundation of a democratic state. The book further argues that while there are inspiring examples of schools that engage in peace education or emancipatory pedagogy that work across various ethnic or religious divides, on balance, the forms, structures, ideologies and purposes of formal education interact to make national and international conflict more likely. Drawing upon recent studies in the areas of equity, access and democracy in education, this volume examines the overall interplay between globalisation, democracy and outcomes in education.
650 0 _aEducation.
650 0 _aInternational education.
650 0 _aComparative education.
650 0 _aCurriculums (Courses of study).
650 0 _aEducation
_xCurricula.
650 0 _aEducational policy.
650 0 _aducation and state.
650 0 _aEducational sociology.
650 0 _aTeaching.
650 0 _aEducation and sociology.
650 0 _aSociology, Educational.
650 1 4 _aEducation.
650 2 4 _aInternational and Comparative Education.
650 2 4 _aCurriculum Studies.
650 2 4 _aEducational Policy and Politics.
650 2 4 _aSociology of Education.
650 2 4 _aTeaching and Teacher Education.
700 1 _aZajda, Joseph.
_eeditor.
700 1 _aDavies, Lynn.
_eeditor.
700 1 _aMajhanovich, Suzanne.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402083488
830 0 _aGlobalisation, Comparative Education and Policy Research ;
_v2
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4020-8349-5
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c504664
_d504664