Sabtu, 04 September 2010

Reclaiming Education for Democracy: Thinking Beyond No Child Left Behind

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Paul Shaker, Elizabeth E. Heilman
Routledge, 2008 - 232pages

Reclaiming Education for Democracy subjects the prophets and doctrines of educational neoliberalism to scrutiny in order to provide a rationale and vision for public education beyond the limits of No Child Left Behind. The authors combine a history of recent education policy with an in- depth analysis of the origins of such policy and its impact on professional educators. The public face of these policies is separated from motives rooted in politics, profit, and ideology. The book also searches for new insights in understanding the neoliberal and managerialist assault on education by examining the psychology of advocates who demonstrate a special animus toward universal public education. The manipulation of public education by No Child Left Behind is a case study in the general approach to public institutions taken by the politicians and theorists in these camps. K-12 education has been subjected to deceptive descriptive analyses, marginalization of its professional leadership, manipulation of its goals, the imposition of illegitimate quality markers, a grab on its resources by corporate profiteers, and a demoralization of its rank and file. This book helps us think beyond this new commonsense of education.

Global Values Education: Teaching Democracy and Peace

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Joseph Zajda, Holger Daun
Springer 2009 - 162 pages

This, the seventh in the 12-volume series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses in values education globally. It is an accessible, practical yet scholarly resource that explores international concerns in the field of globalisation and comparative education. A vital sourcebook of ideas for researchers, practitioners and policy makers in values education, multiculturalism and moral education, the volume also provides a timely overview of current issues affecting values education, comparative education and education policy research in the global culture.Drawing on recent studies in the areas of globalisation, equity, social justice, and the role of the state, the book critically examines the interplay between values education, globalisation, and dominant ideologies, and reflects on its implications for policy. 

It goes further to explore conceptual frameworks and methodological approaches applicable in the research covering values education, globalisation, equity, and multicultural education. Individual chapters critically analyse the dominant discourses and debates pertaining to values education, multiculturalism and relevant comparative education discourses. In addition, the book evaluates the ambivalent and problematic relationship between the state, its dominant models of values education, globalisation and social change.The authors employ a number of diverse paradigms in comparative education research, ranging from critical theory to globalization. By focusing on ideology, globalisation and democracy, they attempt to examine critically both the reasons for, and the outcomes of, education reforms in the domain of values education, policy change and transformation. In doing so, they provide a more informed critique of Western-driven models of accountability, quality and school effectiveness.

Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice

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Paul Woodford
Indiana University Press, 2005 - 160pages

On the basis of Dewey's principles, Paul G. Woodford explores the social foundation of current music education practices in the context of democratic values of freedom, creativity, and contribution to society. He then critiques the means by which this ideal is learned by teachers and taught to students. 

Woodford concludes with recommendations for acknowledging democratic and non-democratic values in music teaching, teacher training, and performance, and suggests steps toward a "liberal" music education.Counterpoints: Music and Education -- Estelle R. Jorgensen, editor

Education Across Borders: Politics, Policy and Legislative Action

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James Fegan, Malcolm H. Field
Springer 2009 - 236pages

With contributions from world-renowned experts with years of collective experience in "across-border" education, this volume focuses on the implications of globalization in higher education. In particular, it looks at relations between states and institutions that do not normally attract attention. The chapters analyze the interactions between the South and the North, consider the challenges for "non-elite" institutions, and examine the potential for knowledge flow and creation in across-border partnerships.

Higher education in nearly every corner of the globe is facing pressures to participate in a growing and interconnected international community of researchers, students, administrators and governmental and non-governmental organizations. Developing "world-class" educational institutions is an admirable aim, but without grass-roots reform in other areas, such as basic education, management and leadership, it could backfire. "Across-border" education is inevitable, but how states and institutions approach the opportunities will affect the rewards reaped.

The editorsa (TM) aim has been to bring to the discussion the voices of experienced administrators and scholars who have been working to increase and improve the opportunities for cross-border education. The expert authors are not merely providing a collection of theoretical notions, but real insight into the politics, policies and legislation that surround cross-border interactions.

"In Education Across Borders: Politics, Policy, and Legislative Action more than twenty leading research scholars, educators, and administrators explore critical issues affecting cross-border education in Asia, Europe, Africa, and the Americas. Among the many thought-provoking topics analyzed are the inevitability of crossing borders in higher education, scientific capacity building in Latin America, and computer mediated learning between developed and developing countries. In each of the chapters the practical educational, administrative, and political implications of cross-border developments in higher education are explored, with an eye to offering suggestions for enhanced future access to education for young people around the world."
Dr. Martin C. Collcutt, Professor of East Asian Studies & History, Princeton University, USA

"As a member of a generation that had few chances to study overseas, I am committed to education across borders, in all senses, for Waseda University itself, and for students and researchers of countries large and small. After reading Education Across Borders: Politics, Policy and Legislative Action, I am encouraged that there are such committed administrators, scholars, and educators (several of them at Waseda) exploiting their own experiences to build the future. I recommend this book to the most diverse possible readership for its authority, breadth, and good sense."
Dr. Katsuhiko Shirai, President, Waseda University, Japan