The Politics of Education Reforms, which is the ninth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses concerning the politics of education reforms globally. It provides an easily accessible, practical yet scholarly source of information about recent developments in globalisation, comparative edu- tion and education reforms. Above all, the book offers the latest findings to the critical issues concerning major discourses surrounding education reforms in the global culture. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, and schooling around the world. It offers a timely overview of current policy issues affecting research in comparative education of education reforms. It provides directions in education, and policy research, relevant to p- gressive pedagogy, social change and transformational educational reforms in the twenty-first century. The book critically examines the overall interplay between the state, ideology and current discourses of education reforms in the global culture. It draws upon recent studies in the areas of globalisation, academic achievement, standards, equity and the role of the State (Carnoy 1999; Zajda 2008a, b). It explores c- ceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, and quality-driven education reforms. It dem- strates the neo-liberal ideological imperatives of education and policy reform, affecting schooling globally (see also Zajda 2005). Various book chapters critique the dominant discourses and debates pertaining to comparative education d- courses on reforms and neo-liberal ideology in education.
This book, however, shows how the strategic choices of reform proponents alter the destinies of policy reforms by reshaping power equations and undermining institutional biases that impede change.
His ideas merit serious attention and debate.” — Elizabeth DeBray, professor of educational administration and policy, University of Georgia “If you agree with everything in this book you probably didn't read it closely.
The book has important implications for developing countries as well as for the literature on political leadership, the role of international financial institutions, and even the dynamics of international policy diffusion.
In W. W. Powell & P. J. DiMaggio (Eds.), El nuevo institucionalismo en el análisis organizacional (pp. 126–153). Mexico City: Fondo de Cultura Económica. CHAPTER 1 The Long and Winding Road to Inclusion: Educational 16 ORNELAS.
Because the post-Katrina reforms proved revolutionary, this book will interest researchers and students in American politics, education, public policy, and theory of political institutions.
In this volume, the editors argue that this discussion has been co-opted to reflect the values and worldviews of special interest groups such as elites in power, politicians, corporate educational foundations, and the media.
His ideas merit serious attention and debate. Elizabeth DeBray, professor of educational administration and policy, University of Georgia If you agree with everything in this book you probably didn't read it closely.
The book moves away from technical-rational or prescriptive approaches that dominate the literature on education policy-making during social transformation, and offers an example on how to include the social, political and cultural context ...
The book offers both undergraduates and starting graduate students in education an understanding of numerous dimensions of the contested field of education, addressing questions of political economy and class, cultural politics, race, ...
Editors Gallagher and Bailey, along with leading educators, explore the controversies and ramifications of the Commission's major recommendations: Get serious about standards-for both students and teachers Reinvent teacher preparation and ...