Globalizing Education Policy (häftad)
Häftad (Paperback / softback)
Antal sidor
Lingard, Bob
1 black & white tables
1 Tables, black and white
236 x 166 x 13 mm
381 g
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449:B&W 6.14 x 9.21 in or 234 x 156 mm (Royal 8vo) Perfect Bound on White w/Matte Lam
Globalizing Education Policy (häftad)

Globalizing Education Policy

Häftad,  Engelska, 2009-08-11
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Rizvi and Lingard's account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects - structural and individual - and resistance to them. In the enormous body of writing on globalisation this book stands out and will become a basic text in education policy courses around the world. - Stephen J Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK In what ways have the processes of globalization reshaped the educational policy terrain? How might we analyse education policies located within this new terrain, which is at once local, national, regional and global? In Globalizing Education Policy, the authors explore the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance. They also suggest that whilst in some countries these precepts are resisted, to some extent, they have nonetheless become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalization has given rise, including: devolution and decentralization new forms of governance the balance between public and private funding of education access and equity and the education of girls curriculum particularly with respect to the teaching of English language and technology pedagogies and high stakes testing and the global trade in education. These issues are explored within the context of major shifts in global processes and ideological discourses currently being experienced, and negotiated by all countries. The book also provides an approach to education policy analysis in an age of globalization and will be of interest to those studying globalization and education policy across the social sciences.
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The proposal is important. There is a need for the kind of discussion that these authors are offering and their planning and organization suggest a well thought out approach. It is a growing policy area, more and more evident, and it impinges on many aspects of educational practice, even when it is not named directly in them [viz the field of assessment may or may not recognize the global aspects of their work, or may be unable to provide a reasonable theorization of the global field they are in]. This book offers a very good chance to introduce the subject across a wide range of educational and educational research work. Its market in the US and the UK will depend on the reputation of the authors, and so I think sales are assured there, and I imagine so in Australia and perhaps the Pacific Rim], sales outside those areas will depend on whether the book is aimed at a more complex version of globalization than they seem to suggest [see below]. The rise of courses using globalization and education as their main categorization is on the rise, at undergraduate and postgraduate level, and across the field of the social sciences. However there is a problem of the scarcity of solid books [as opposed the documents and working papers] to support them. This is an opportunity for a readable text, using solid cases, informed by social science thinking. Because of the nature of the subject, there is a good chance that the book would go into reprint, and should be revised within a few years. They are going to provide a form of analysis, and examples, which will make the book sustainable, realistically in its proposed form, for about 5-10 years. Both authors have good track records in this area and the publisher is being offered recognized expertise in this proposal. One of the problems with both the analyses and cases to be used is to do with the perspective of the text. Globalization is often seen as Americanization [sometimes elided with anglo-saxon] phenomenon across the world yet the US [and possibly the UK, as the state most heavily permeated by foreign capital in Europe] appears to be only half aware of globalizing effects across the wider world. Much as I would like to read about Trinidad and Tobago, if this book is to be a serious contribution, the reader needs to know about China [as well as India an improvement on what is generally available and very important], latin America and most of all [for reason of sales], Germany, Spain and France. Europe [the Community] has to be in the book, as it is an example of transnational governance and is significantly different to World Bank etc [also, I was surprised to find use of England as opposed to UK was this just thoughtlessness or is an interesting case being made here ?] At the centre of the book is still a fairly normative view, based on Americanization, and counter cases have to be studied here all the book will do [without care] is explain how the globalizing effect is without choice, dominant, pervasive and homogenizing. If it ignores certain kinds of cases, then that is exactly what it will show. For every Singapore, it needs to review oppositional and resistant cases. This has been the problem of books produced from an English perspective [based on NZ, Aus, the US and the UK]; in effect this is a single policy arena, and a book which reflects should describe itself as doing just that. Yes, [I recommend publishing the book] very much so, but on revision and not before. It could be an excellent as opposed to a good but limited book. Overall, I have confidence in the authors, their expertise, capabilities and their interests, otherwise I would have said that not enough work is evident here about the americanizing world seen from outside. instead, I suggest they should a further opportunity to extend their thinking and redraft. the general organization of the book may look the same but the outlook and reach of the book will be extended, and its val

Övrig information

Fazal Rizvi is a Professor in the Department of Educational Policy Studies, University of Illinois at Urbana-Champaign, USA. Bob Lingard is a Professorial Research Fellow at the School of Education, University of Queensland, Australia.


1. Introduction 2. Perspectives on Globalization 3. Analyzing Educational Policies 4. Educational Purposes 5. Curriculum and Pedagogy 6. Assessment and Accountability 7. Educational Governance 8. Access and Equity 9. Student Mobility and Educational Trade 10. Alternatives to Neo-liberal Globalization