Contesting the Global Development of Sustainable and Inclusive Education
Contesting the Global Development of Sustainable and Inclusive Education

Author: Antonio Teodoro

Publisher: Routledge

Published: 2020-03-25

Total Pages: 133

ISBN-13: 1000064298

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Documenting the outcomes from three decades of transnational research conducted under the leadership of António Teodoro, this volume offers a robust scaffolding of the social and political context in which global education is being challenged by the contradictions of neoliberalism, globalization, deregulation, governance, and democracy. Contesting the Global Development of Sustainable and Inclusive Education presents outcomes from transnational studies conducted in response to global policies advocating the development of sustainable and inclusive education for all. Chapters map the impacts of globalization on education policy and consider how international organizations are shaping national education reforms. Focusing on questions of social justice, the volume asks how the neoliberal strategies enacted by national governments are affecting the work of teachers as well as curriculum, teacher training, and assessment. Finally, the text asks whether there are alternatives to financially-driven, competition-based reforms that might better position education as an action project for social justice. This volume will be of interest to postgraduate students, scholars, researchers and policymakers in the fields of global education, comparative education, and education policy.

Critical Perspectives on PISA as a Means of Global Governance
Critical Perspectives on PISA as a Means of Global Governance

Author: António Teodoro

Publisher: Routledge

Published: 2022-03-24

Total Pages: 182

ISBN-13: 1000568164

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This volume offers a critical examination of the Programme for International Students Assessment (PISA), focusing on its origins and implementation, relationship to other international large-scale assessments, and its impacts on educational policy and reform at national and cross-national levels. Using empirical data gathered from a research project carried out by the CeiED at Lusofona University, Lisbon, the text highlights connections between PISA and emergent issues including the international circulation of big science, expertise and policy, and identifies its conceptual and methodological limits as a global governance project. The volume ultimately provides a novel framework for understanding how OECD priorities are manifested through a regulatory instrument based on Human and Knowledge Capital Theory, and so makes a powerful case to search for new humanistic approaches. This text will benefit researchers, academics and educators with an interest in education policy and politics, international and comparative education, and the sociology of education more broadly. Those interested in the history of education will also benefit from this volume.

De-Centering Global Sociology
De-Centering Global Sociology

Author: Arthur Bueno

Publisher: Taylor & Francis

Published: 2022-09-01

Total Pages: 188

ISBN-13: 1000684032

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This volume explores the challenges posed to sociological theory and social science research by a growing need to foreground perspectives stemming from, and accounting for, subaltern groups, marginal categories, the Global South, and other politically peripheral regions. De-Centering Global Sociology radically questions some of the most enduring assumptions within sociological thought and social science research and illustrates the impacts of de-centering critical concepts in public policy and education. It proposes new places to build social theory, beyond Europe and the United States, offering debates on the present and future of the social sciences. This peripheral turn also has impacts on the development of pedagogical practices, curricula, and educational research that are more inclusive, and in a position to promote global citizenship. This book will be a valuable resource for researchers and academics with an interest in global social theory, decolonial and postcolonial studies, political theory, feminism, critical race theory, economic sociology, inequality studies, urban sociology, and the sociology of work, religion, and education. It will be of particular interest to those with a focus on citizenship, social policy, conviviality, social integration and solidarity, and new perspectives on multicultural education.

Enacting Equitable Global Citizenship Education in Schools
Enacting Equitable Global Citizenship Education in Schools

Author: Sarah Lillo Kang

Publisher: Taylor & Francis

Published: 2022-09-29

Total Pages: 228

ISBN-13: 1000645045

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Offering contributions and vignettes from teachers, school leaders, and scholars, this volume purposefully dismantles practitioner-academic divides to invite dialogue around diverse understandings of global citizenship education (GCE). Recognizing that the field of GCE is often explored and conceptualized by educators and academics in silos, this book confronts this issue by focusing on how schools, educators, and researchers can together support the enactment of GCE in international and national settings. In doing so, issues of westernization, inequality, access, and divergence between GCE policy and practical implementation can be overcome. The novel dialogical format links together theory, practice, and lived experience to create discourses between voices that are rarely connected. Ultimately, this volume offers important insights for those aiming to make equitable GCE a reality in schools worldwide and illustrates the value of collaborative dialogic exchange. This text will benefit scholars, academics, and students in the fields of international and comparative education, the sociology of education, and citizenship more broadly. Those involved with multicultural education policy and citizenship in the context of political sociology and social policy will also benefit from this volume.

Contestations of Citizenship, Education, and Democracy in an Era of Global Change
Contestations of Citizenship, Education, and Democracy in an Era of Global Change

Author: Patricia K. Kubow

Publisher: Taylor & Francis

Published: 2022-11-03

Total Pages: 249

ISBN-13: 1000787214

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Contestations of Citizenship, Education, and Democracy in an Era of Global Change: Children and Youth in Diverse International Contexts considers the shifting social, political, economic, and educational structures shaping contemporary experiences, understandings, and practices of citizenship among children and youth in diverse international contexts. As such, this edited book examines the meaning of citizenship in an era defined by monumental global change. Chapters from across both the Global South and North consider emerging formations of citizenship and citizen identities among children and youth in formal and non-formal education contexts, as well as the social and civic imaginaries and practices to which children and youth engage, both in and outside of schools. Rich empirical contributions from an international team of contributors call attention to the social, political, economic, and educational structures shaping the ways young people view citizenship and highlight the social and political agency of children and youth amid increasing issues of polarization, climate change, conflict, migration, extremism, and authoritarianism. The book ultimately identifies emergent forms of citizenship developing in formal and non-formal educational contexts, including those that unsettle the nation-state and democracy. Edited by a team of academics with backgrounds in education, citizenship, and youth studies, this book will appeal to scholars, researchers, and faculty who work across the broader field of youth civic engagement and democracy, as well as international and comparative education and citizenship. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Cultures of Inclusive Education and Democratic Citizenship: Comparative Perspectives
Cultures of Inclusive Education and Democratic Citizenship: Comparative Perspectives

Author: Magdalena Kohout - Diaz

Publisher: Charles University in Prague, Karolinum Press

Published: 2022-03-01

Total Pages: 230

ISBN-13: 8024650126

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Inclusive education has aroused heated debate among teachers, parents, politicians, and the general public, yet for many involved and affected the basic concepts and real goals of inclusion are unclear or misunderstood. Presenting research by scholars from the Czech Republic, France, Norway, Poland, Canada, and Switzerland on education, democratic citizenship, and the inclusive philosophies and politics of various countries, Cultures of Inclusive Education and Democratic Citizenship examines and clarifies the cultural, professional, and political issues surrounding the implementation of inclusive education. The first section of the book examines the epistemology of the inclusive process. The second section compares the logic of inclusion from an international perspective. The final section explores concrete problems encountered in the different states represented.

Centering Global Citizenship Education in the Public Sphere
Centering Global Citizenship Education in the Public Sphere

Author: Susan Wiksten

Publisher: Routledge

Published: 2021-06-29

Total Pages: 230

ISBN-13: 1000407055

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This book brings together key perspectives from scholars in the Global South and Global North to illustrate diverse ways in which the UN’s Global Citizenship Education (GCED) agenda can promote social justice and be used as a vehicle for negotiating and learning about diverse and shared objectives in education and the global public sphere. Recognizing the historical function of education as a prominent public sphere site, this book addresses questions around how forms of global education can serve as public sphere sites in various contexts today and in the future. Specifically, it questions established notions of education and proposes new interpretations of the relationship between practices of education and the public sphere to meet the needs of our contemporary turbulent era and a post-2020 world. By offering conceptual analyses, examples of policy and educational practices which promote global learning, democratic citizenship, common good, and perspective-taking, the text offers new critical understandings of how GCED can contribute to the public responsibilities and roles of education. Chapters consider examples such as non-formal adult education at the Mexico–US border, teachers’ responsibilities in Japan and Finland, developments in education policy and practices in Brazil, civic religious teachings in Canada, online learning in the United States and China, and support to the participation of women in higher education in Pakistan. Given its unique approach, and the range of case studies it brings together, this book is a timely addition to the literature on education in the global public sphere. It will prove to be an invaluable resource for scholars working at the intersections of global education and transnational education policies, and for teachers involved in global education.