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008 100301s2008 ne | s |||| 0|eng d
020 |a9781402083495|9978-1-4020-8349-5
024 7 |a10.1007/978-1-4020-8349-5|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aLB43
050 4|aLC1090
072 7|aJN|2bicssc
072 7|aEDU043000|2bisacsh
072 7|aJND|2thema
082 04|a370.116|223
082 04|a370.9|223
090 |aDK/12522
245 10|aComparative and Global Pedagogies|h[electronic resource] :|bEquity, Access and Democracy in Education /|cedited by Joseph Zajda, Lynn Davies, Suzanne Majhanovich.
250 |a1st ed. 2008.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2008.
300 |aXXIV, 232 p.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aGlobalisation, Comparative Education and Policy Research,|x2543-0572 ;|v2
505 0 |aMain Trends and Issues in Equity, Access and Democracy -- Globalization, Comparative Education and Policy Research: Equity and Access Issues -- Interruptive Democracy in Education -- The Role of Education and Training in the Empowerment and Inclusion of Migrants and Refugees -- Equity and Democratic Education in Ghana: Towards a Pedagogy of Difference -- Access Denied: A Story of Resistance -- Race, Gender, and Equity -- Race, Ethnicity and Gender in Swedish Education: Policy Discourses and Dangers -- The Gender Agenda: The Limits and Possibilities of Global and National Citizenship Education -- Globalization, Education Reforms and Immigrant Students in Canada -- Globalising the Universal: Equity, Policy and Planning -- Teacher Candidates’ Racial Identity Formation and the Possibilities of Antiracism in Teacher Education -- Education for Equitable Outcomes or Educational Inequality: A Critical Analysis of UNESCO’S Education for All and the United States’ No Child Left Behind Programs -- Gender and the Case of Girls’ Education: Organizational Learning in International Development Agencies.
520 |aThis book critically examines equality, equity and democracy in education, globally as well as from various perspectives. Globally, there are increasing arguments both for the democratization of education and for the use of education to promote a democratic society. It is argued that 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. The book further argues that while there are inspiring examples of schools that engage in peace education or emancipatory pedagogy that work across various ethnic or religious divides, on balance, the forms, structures, ideologies and purposes of formal education interact to make national and international conflict more likely. Drawing upon recent studies in the areas of equity, access and democracy in education, this volume examines the overall interplay between globalisation, democracy and outcomes in education.
650 0|aInternational education .
650 0|aComparative education.
650 0|aEducation|xCurricula.
650 0|aEducation and state.
650 0|aEducational sociology.
650 0|aTeachers|xTraining of.
650 14|aInternational and Comparative Education.
650 24|aCurriculum Studies.
650 24|aEducational Policy and Politics.
650 24|aSociology of Education.
650 24|aTeaching and Teacher Education.
700 1 |aZajda, Joseph.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aDavies, Lynn.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
700 1 |aMajhanovich, Suzanne.|eeditor.|4edt|4http://id.loc.gov/vocabulary/relators/edt
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402083488
776 08|iPrinted edition:|z9789048119707
776 08|iPrinted edition:|z9789048178513
830 0|aGlobalisation, Comparative Education and Policy Research,|x2543-0572 ;|v2
856 40|uhttps://doi.org/10.1007/978-1-4020-8349-5
912 |aZDB-2-SHU
912 |aZDB-2-SXED
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)