By Jill Blackmore (auth.), Joseph Zajda, Kassie Freeman (eds.)
This, the 6th quantity in Springer’s Globalisation, Comparative schooling and coverage learn sequence, offers scholarly examine on significant discourses of race, ethnicity and gender in schooling. it's a sourcebook of rules for researchers, practitioners and coverage makers in schooling, globalisation, social justice, fairness and entry in education around the globe.
The objective of the booklet is to supply an simply obtainable, sensible but scholarly resource of data approximately problems with foreign quandary within the box of globalisation and comparative schooling. Readers also will locate right here the very most recent considering on race, ethnicity and gender within the context of world culture.
Editors Zajda and Freeman have compiled views on schooling and coverage learn which are correct to revolutionary pedagogy, social switch and transformational academic reforms within the 21st century. The ebook severely examines the interaction among country, ideology and present discourses of race, ethnicity and gender within the international tradition. It attracts on contemporary learn within the components of globalisation, fairness, social justice, and the function of the country. The authors additionally discover conceptual frameworks and methodological methods which may be utilized to investigate overlaying the nation, globalisation, race, ethnicity and gender, and study current inequalities because of race, ethnicity and gender and resultant social stratification.
Finally, the e-book demonstrates the neo-liberal ideological imperatives of schooling and coverage reform, affecting race, ethnicity and gender, and illustrates the best way the connection among the nation and schooling coverage impacts present traits in schooling coverage in addition to reforms within the fields of race, ethnicity and gender.
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Extra info for Race, Ethnicity and Gender in Education: Cross-Cultural Understandings
At an international level, feminists are working to fill the conceptual gap of gender and equity in policies that impact on nation states. Development policy has largely been informed by economic theories that too easily equate quality of life to GNP per capita and maximisation of wealth as a measure of satisfaction in public policy. g. , 1999). The development of the gender development indicators in the UNESCO reports exemplify how feminists and pro-feminists have argued strategically for why gender is important for all nations.
Globalisation, Transnational Feminism and Educational Justice 21 Bacchi, like others, has put a considerable case against the notion of equality as the aim, because then men are the norm against which women’s equality is measured. Furthermore, they argue that feminists should move away from rights-based claims typical of anglophone national contexts. Fraser comments: In welfare states needs talk has been institutionalised as the major vocabulary of political discourse. It coexists uncomfortably, with talk about rights and interests at the very centre of political life.
Politically, there is a network of meta-national institutions through which such a discourse can be mobilised. Rizvi (2003) argues that: Resources of hope are thus to be found in developing new perspectives on cultural and democratic change … democratic aspirations exists in all cultural traditions, even if they are expressed in radically different ways. The challenge is to create trans-national democratic institutions in which these aspirations can be explored and enacted in which dialogue, understanding and bridge building take place at all of the interpersonal, intercultural and international levels.
Race, Ethnicity and Gender in Education: Cross-Cultural Understandings by Jill Blackmore (auth.), Joseph Zajda, Kassie Freeman (eds.)