Download Comparative and Global Pedagogies: Equity, Access and by Joseph Zajda (auth.), Prof. Joseph Zajda, Prof. Lynn Davies, PDF

By Joseph Zajda (auth.), Prof. Joseph Zajda, Prof. Lynn Davies, Prof. Suzanne Majhanovich (eds.)

This publication severely examines equality, fairness and democracy in schooling, globally in addition to from numerous views. Globally, there are expanding arguments either for the democratization of schooling and for using schooling to advertise a democratic society. it truly is argued that democratic faculties might greater arrange for lively citizenship and for a powerful civil society that are visible to be the root of a democratic country. The ebook additional argues that whereas there are inspiring examples of colleges that have interaction in peace schooling or emancipatory pedagogy that paintings throughout a variety of ethnic or non secular divides, on stability, the types, constructions, ideologies and reasons of formal schooling engage to make nationwide and foreign clash extra likely.

Drawing upon contemporary reports within the parts of fairness, entry and democracy in schooling, this quantity examines the final interaction among globalisation, democracy and results in education.

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Extra resources for Comparative and Global Pedagogies: Equity, Access and Democracy in Education

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Belonging to the top stream by definition is exclusionary, with identity secured by not being in any other stream, by being in contradistinction to others; but belonging to the UNESCO club does not mean an identity against ‘non-UNESCO’ people – on the contrary, the aim would be to draw in as many as possible. The next part is then the handling of difference and diversity. Here there could be a debate with Cockburn. She argues that for democracy to work, universalism must transcend difference, defining all subjects as equal before the law.

In an earlier paper (Davies, 1999) I also compared definitions of democracy internationally, with regard to education, and examined some of the critiques of ‘Western versions’. Elsewhere in this volume, there are similarly explorations of the limitations of neo-liberal versions of democracy which may act to reproduce inequality, for example sustaining women’s second-class citizenship (Marshall and Arnot, this volume). Neo-liberal and civic republican agendas call on individual citizens to take responsibility for social renewal and cohesion, rather than the state.

Democratic schools would better prepare for active citizenship and for a strong civil society which are seen to be the foundation of a democratic state. g. Harber & Davies, 1997/2002; Limage, 2001). Instead it attempts to probe deeper into what form of democracy in schools or colleges is needed in an age of globalisation. The arguments arise from my work on conflict and education (Davies, 2004) which examines the role of educational institutions in either conflict prevention or conflict exacerbation.

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