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Globalisation, Ideology and Education Policy Reforms

:	Joseph Zajda
:	Joseph Zajda
:	Globalisation, Ideology and Education Policy Reforms
:	Springer-Verlag
:	9789048135240
:	1
:	CHF 85.90
:

:	Bildungswesen
:	English

:	201
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

Globalisation, Ideology and Education Policy Reforms, which is the 11th volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses concerning globalisation and the politics of education reforms. It reviews some of the ideological imperatives fueling education reforms. It examines critically education reforms within their social, political and global dimensions. It provides an easily accessible, practical yet scholarly source of information about recent developments in globalisation, ideology and trends in education reforms. Above all, the book offers the latest fi- ings to the critical issues concerning major discourses surrounding the nexus between ideology and education reforms in the global culture. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, and schooling around the world. It offers a timely overview of current policy issues affecting education reforms globally. It provides directions in education, and policy research, relevant to progressive pedagogy, social change and transformational educational reforms in the twenty-first century. The book critically examines the overall interplay between the state, ideology and current discourses of education reforms in the global culture. It draws upon recent studies in the areas of globalisation, academic achievement, standards, equity and the role of the State (Apple 2004; Carnoy 1999; Zajda et al. 2008). It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation and quality-driven education reforms.

	Preface	7
	Acknowledgements	9
	Chapter 1	24
	The Politics of the New History School Textbooks in the Russian Federation	24
	1.1 History and Historical Consciousness	24
	1.2 The New Generation of History Textbooks in Russia	25
	1.3 New Narratives in History School Texts	28
	1.3.1 Grades 10 and 10 History School Textbooks	28
	1.3.2 Grade 9 History Textbooks	30
	1.3.3 The Storming of the Parliament House: 4 October 1993	33
	1.4 A New Historical Critical Consciousness	33
	1.5 Conclusion	35
	References	36
	Contents	11
	Chapter 2	39
	Constructing the Australian School History Curriculum: Ideology, High Politics and the History Wars in the Howard Years	39
	2.1 Background to Policy and History Curriculum	39
	2.2 Ideology and School History	40
	2.3 The Australian Initiative for National Curriculum	41
	2.3.1 A Narrative Memoir	42
	2.4 The History Summit: August 2006	43
	2.5 Responses to the Australian National History Curriculum Summit	47
	2.6 The Australian National History Curriculum Summit	48
	2.7 Re-inventing School History: Losing the Plot?	49
	2.8 After the Summit	50
	2.9 The School History Working Party	51
	2.10 The School History Curriculum Reference Group: The Blainey Panel	52
	2.11 The Prime Minister s Guide to the Teaching of Australian History in Schools	53
	2.12 What Had Happened to Policy Reform in Australian History?	54
	2.13 Conclusion	56
	References	56
	Chapter 3	58
	Teachers, History Wars and Teaching History Grade 6 in Greece	58
	3.1 History Wars in Greece: Introduction	58
	3.2 The Nature of Greek Education and the Pedagogical Institute	59
	3.3 Exorcising Church Secret Schools and Demons	60
	3.4 Promoting Geo-Political Stability in the Balkans by Challenging Traditional School Representations of the Turkish Bogy	62
	3.5 A Victory of Ethonationalism?	64
	3.6 Introducing a New Teaching Methodological Style Based on Critical Inquiry	64
	3.7 Conclusion	65
	References	66
	Chapter 4	68
	Why Educational Reforms Fail: The Emergence and Failure of an Educational Reform: A Case Study from Israel	68
	4.1 Education Reforms: Introduction	68
	4.2 Theoretical Framework for Analysing Education Reforms	69
	4.2.1 The Equilibrium Paradigm	69
	4.2.2 The Conflict Paradigm	70
	4.2.3 Alternative Explanations for Failure of Educational Policies/Reforms	70
	4.3 Background to Understanding Politico-Economic Impetus for Education Reforms	72
	4.4 The Emergence and Failure of the 2005 Educational Reform	75
	4.5 Discussion	77
	4.6 Conclusions	79
	References	79
	Chapter 5	82
	Japanese National Curriculum Standards Reform: Integrated Study and Its Challenges	82
	5.1 Japanese National Curriculum Standards Reform	82
	5.2 Data Sources	83
	5.3 Curriculum Reform	84
	5.4 The Period for Integrated Study	84
	5.5 Challenges in Implementation	85
	5.5.1 Student Learning	85
	5.5.2 Teacher Teaching	89
	5.6 Discussion	90
	5.7 Conclusion	93
	References	94
	Chapter 6	97
	Implementation of Education Reform Policies: The Issue of Structural and Cultural Discordance	97
	6.1 Education Reforms in Malaysia: Introduction	97
	6.2 Shaping of the Research Question	98
	6.3 Theoretical Framework	99
	6.4 Analysis of the Education System in Malaysia	99
	6.5 Evaluation	101
	6.6 Conclusion	102
	References	103
	Chapter 7	105
	Education in China: The Urban/Rural Disparity Explained	105
	7.1 Human Development or Human Capital: Which for Rural China?	108
	7.2 China s Context of Disparities Explained	112
	7.2.1 Disparity of Access and Participation	112
	7.2.2 Disparity in Teacher Quality	115
	7.2.3 Disparity of Resource Quality	120
	7.3 Disparity in Curriculum Relevance: Chinese Curriculum History	121
	7.3.1 Recent Curriculum Changes	123
	7.3.2 Religious Curriculum	125
	7.4 Suggestions for Change	125
	7.5 Conclusion	128
	References	128
	Chapter 8	130
	The Academic Achievement Gap in Israel: Inequality in Education	130
	8.1 Educational Achievement in Israel	130
	8.2 Problematic Issue: Deferring Achievement Distribution