Download The RoutledgeFalmer Reader in Education Policy and Politics by Bob Lingard, Jenny Ozga PDF
By Bob Lingard, Jenny Ozga
This Reader brings jointly chosen papers from top students to handle the main major fresh improvement in academic coverage and politics: the effect of globalisation. The papers speak about, rfile and examine proof of globalisation’s results at the new course of schooling rules and practices, and within the construction of globalised agendas for the remodel of kingdom provision and the governance of education. The Reader is organised in parts. the 1st part provides a range of articles that interrogate globalisation and its results from various analytical views, and discover what sort of politics are attainable within the framing context of globalisation. the second one half records and discusses varieties of engagement with politics and coverage in various settings and sectors, together with a number of ecu and Pacific Rim coverage contexts. this significant assortment underlines the necessity to procedure globalisation, schooling coverage and politics from a number of views, and provides analytical, empirical and theoretical assets for the reframing of up to date schooling politics. scholars of academic coverage and politics will locate this Reader a useful source for realizing, theorising and gaining knowledge of in those educational fields.
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Extra info for The RoutledgeFalmer Reader in Education Policy and Politics (Routledgefalmer Readers in Education)
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14). What is beyond doubt is that globalization is a thoroughly contested subject. Not surprisingly, therefore, globalization has been much debated in comparative education, with respect to the ways in which it has affected different policy communities, as well as its implications for the direction and politics of educational change (see Burbules and Torres 2000). Ball (1998) has used the notion of globalization to show how it can be used to compare and analyse educational policies. Arnove and Torres (1999) have suggested that the very notion of comparison needs to be re-thought, as a dialectic between the global and the local.
Given this analysis, education has an important role to play in what BuckMorss (2003) has called ‘thinking past the terror’. Educators clearly have to work within and understand the discursive field that has emerged since September 11, but we need, at the same time, to recognize that all discursive fields are socially and historically constructed; and that we can help communities develop alternative analyses of terror, and of global security. Buck-Morss (2003) has argued that September 11 has transformed irrevocably the context in which we as intellectuals speak.
Critical Studies: Issues, Terms and Contexts’ in T. ), Feminist Studies/Critical Studies (Bloomington: Indiana University Press). Donzelot, J. (1979) The Policing of Families (London: Hutchinson). Durkheim, E. (1957) Professional Ethics and Civic Morals (London: Routledge and Kegan Paul). Haraway, D. (1990) ‘A Manifesto for Cyborgs: Science, Technology and Socialist Feminism in the 1980s’ in L. ), Feminism/Postmodernism (New York and London: Routledge), pp. 190–233. Lash, C. (1977) Haven in a Heartless World: the Family Besieged (New York: Basic Books).