Globalization, Education and Social Justice (Globalisation, Comparative Education and Policy Research, 10)

Globalization, Education and Social Justice, which is the tenth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents up-to-date scholarly research on major discourses concerning global trends in education, social justice and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of social justice, globalisation, and policy research. Above all, the book offers the latest findings to the critical issues in education and social justice globally. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation and social justice education reforms around the world. It offers a timely overview of current issues in social justice affecting education policy research in the global culture. It provides directions in education, and policy research, relevant to transformational educational reforms in the 21^st century.

The book critically examines the overall interplay between globalisation, education reforms, and social justice. It draws upon recent studies in the areas of globalisation, social justice education reforms and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, equity, education, and social justice. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms for social justice and schooling globally. Various book chapters critique the dominant discourses and debates pertaining to the politics of social justice and education globally and the newly constructed and re-invented models of neo-liberal ideology in education and policy reforms. Using a number of diverse paradigms in comparative education research, ranging from critical theory to post-structuralist discourses, the authors, by focusing on globalisation, social justice and democracy, attempt to examine critically both the reasons and outcomes of education reforms and policy change for social justice. The volume offers a more informed critique on the Western-driven models of education reforms and implications for social justice. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education.

The general intention is to make Globalization, Education and Social Justice available to a broad spectrum of users among policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners in the education and related professions.

This, the tenth in the 12-volume series Globalization, Comparative Education and Policy Research, presents cutting-edge research on the major global trends in education, social justice and policy research. Accessible, practical and scholarly, it is a sourcebook of ideas for researchers, practitioners and policy makers around the world. The overview it provides will help map out directions in education, and policy research in the transformative educational landscape of the 21^st century.

The chapters in the book explore the themes of globalization, social justice and education, the pedagogical ethics of teaching social justice, and classroom inequities, relating specifically to the literacy experiences of black adolescent girls. The chapters critically analyze the dominant discourses about decentralization and comparative education and examine the current resurgence of neo-liberal ideological models in education, both newly constructed and re-invented. To ensure as broad a perspective on the issues as possible, the authors employ a raft of diverse paradigms in comparative education research, ranging from critical theory to globalization.

Globalization, Education and Social Justice, with contributions from key scholars worldwide, should be required reading for a broad spectrum of users among policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.