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.
About the Author
Foreword, The Travails of Global Governance and Democratic Education
Carlos Alberto Torres
Chapter 1. Education in times of change: critical problems and research agendas
Chapter 2. The processes of globalization and the rise of neoliberalism as its hegemonic expression
Chapter 3. The new modes of transnational regulation of education policies
Chapter 4. World Class Education: The OECD’s dream of a Global Governance
Chapter 5. The University as contested terrain: sketching possible futures
Chapter 6. Is it possible to have an alternative to Education Policies issues from Neoliberal Globalization?
Conclusion: The Utopia of Education as Social (and Cognitive) Justice
This series seeks to understand how globalization has affected educational reform in K–12 and higher education systems in many countries in Latin America, North America, Europe, Africa, the Middle East, and Asia, but also understand the promise and prospects of global citizenship education as part of the post 2015 development goals set by the United Nations.
The particular focus of the series is on teacher perceptions of how globalization has influenced citizenship education, and to what extent global citizenship education can be implemented in classrooms. This will include critical analysis of changing student demographics and behavior, administration, funding, pedagogy and curriculum, testing and accountability, and interactions of schools with commerce and the community. Starting with the everyday experiences and knowledge of participants in educational processes, we will offer insights that can then be generalized above the level of the research subjects and inform deeper understanding of how globalization is affecting teachers and students in 21st century classrooms.
For more information please contact Elsbeth Wright: [email protected]