Power, Voice and the Public Good: Schooling and Education in Global Societies (Advances in Education in Diverse Communities: Research, Policy and Praxis, 6)

Three themes underpin the tripartite structure of Power, Voice, and the Public Good: the definitional and theoretical underpinnings of globalization; the ubiquitous nature and topical display of globalization; and the possibilities of understanding, redefining and rethinking aspects of globalization with the backdrop of issues that relate to education, and the pursuit of public good. A plethora of examples show how education and schooling respond to and are driven by larger global networks, demands, and discourses are explored. Each chapter of the book consistently addresses ways of looking at the hope and promise of education and schooling in spite of the advent, realities, and complexities of their globalized societies. Advances in Education in Diverse Communities: Research, Policy and Praxis......Page 1 sdarticle_001.pdf......Page 2 sdarticle_002.pdf......Page 3 To......Page 4 List of Contributors......Page 5 Preface......Page 8 Note......Page 9 Purpose and significance of the book......Page 10 Themes and structure of the book......Page 13 References......Page 18 Method and presentation of data......Page 19 The peace-globalization-education nexus: What goes around comes around......Page 22 The Peace-Globalization-Education Nexus: Socio-Economic Implications......Page 23 The Peace-Globalization-Education Nexus and the Power to Define Power......Page 24 The Peace-Globalization-Education Nexus and the Worldwide Struggle for Equality: A Divided Vision......Page 25 Globalization as syndrome of uncertainty: Whose syndrome and whose uncertaintyquest......Page 27 Of knowledge and agency: Magic, occultism and apocalypticism......Page 30 Magic, Global Interdependence and Indeterminate Official Knowledge orhellipDon’t Stand So Close to My Canon......Page 31 Occulting Agency and the Social Construction of Despair......Page 36 Apocalypse Now......Page 38 Disturbing the peace: Implications for the future of national and transnational educational policies......Page 39 References......Page 41 Neoliberalism versus social justice: A view from Canada......Page 46 Why Ontarioquest......Page 47 Policy webs and discourse......Page 49 Neoliberalism......Page 51 Equity of Outcomes......Page 52 The Business Case......Page 53 Social Cohesion......Page 54 Social justice......Page 55 Social justice in Canada......Page 56 Identity......Page 57 Recognition......Page 58 Rights......Page 59 Challenging neoliberalism......Page 60 Concluding comments......Page 63 References......Page 64 Introduction......Page 69 Illegal immigration in the United States......Page 71 The right to a free American education for all: Legal underpinnings3......Page 73 Access to public services: The illegal immigrant problem......Page 77 Educational issues......Page 78 Cost versus benefit estimates......Page 80 The economic reality......Page 85 The context of globalization......Page 89 Conclusion and recommendations......Page 96 Notes......Page 99 References......Page 100 Introduction......Page 104 Privatization of education and cost-sharing......Page 105 Effects of the reintroduction of school fees in Tanzania......Page 108 Cost-Sharing and Privatization of the University Sector in Africa......Page 110 Increased support to the university sector in Africa from a non-apologetic bank......Page 113 The costs of the Makerere miracle......Page 115 The strengthening of English - a by-product of globalization......Page 116 Conclusion......Page 125 Notes......Page 126 References......Page 127 Schools as markets: Bilking the young and powerless......Page 130 The Problem......Page 132 The Apathy......Page 134 Commercialism and changing educational policies......Page 140 Intended and unintended consequences of unfettered commercialism......Page 145 Poverty, Commercialism and Targeting Youth and Young Adults of Color......Page 147 Conclusions......Page 151 Moving from Sales to Service......Page 152 Notes......Page 154 References......Page 157 Introduction......Page 161 The debate over global democracy vs. local context......Page 163 Education for democratic citizenship and its place within the nation state......Page 164 Studies in citizenship education......Page 166 Historical background on participating countries......Page 168 Description of the Partners in Education Program......Page 169 Research methods and findings......Page 170 Across country analysis......Page 173 Within country analysis......Page 175 Citizenship education workshops......Page 177 Conclusion......Page 180 References......Page 181 Introduction and problem statement......Page 183 Layout of the Chapter......Page 185 Focus on the San Ju|’hoansi of Namibia......Page 186 Indigenous education globally......Page 189 Education as Colonialism......Page 191 Historical context: Southern Africa......Page 193 Language policy, language ideology, and impact on San in English-Only Namibia......Page 195 Situating African Languages in Namibia Nation-Building......Page 198 Development of VSP and the Paradox of Schooling......Page 201 Raising more Questions than Answers: Role of Language in VSP Educational Development......Page 203 Conclusion: Revisiting educational rights and access among San in Namibia......Page 204 Notes......Page 205 References......Page 206 Globalization from above, globalization from below: Mechanisms for social disparity and social justice in higher education......Page 210 Introduction......Page 211 A critical theory of globalization......Page 212 The globalization we know: Globalization from above......Page 213 The globalization we want to know: Globalization from below......Page 215 Higher Education as Globalization from Above......Page 217 Higher Education as Globalization from Below......Page 221 U.S. student movements with global connections......Page 222 The Anti-Sweatshop Movement......Page 224 The Sudan Divestment Movement......Page 228 Conclusions......Page 231 Notes......Page 235 References......Page 236 Introduction......Page 240 Section I: Globalization and the knowledge economy......Page 241 Knowledge as the New Form of Capitalism......Page 244 Salient Aspects of the Knowledge Economy......Page 245 Section II: The evolution of private higher education......Page 246 Liberia......Page 247 The Crisis in the Higher Education System Prior to 2001......Page 248 Section III: The growth of private universities......Page 252 Fraud......Page 255 Finance......Page 257 Staffing......Page 258 The Issue of Quality......Page 259 Section IV: Forming partnershipssollinkages......Page 262 Some Problems in Partnership......Page 264 Conclusion......Page 265 References......Page 266 Introduction......Page 269 The Caribbean tertiary education landscape in the Anglophone Caribbean......Page 271 The birth of the University of the West Indies......Page 274 Understanding the phenomenon of globalisation......Page 275 The impact of globalisation on the Caribbean......Page 277 Globalisation and higher education......Page 278 The university of the West Indies within a global context of neo-liberal restructuring......Page 280 Entrepreneurial stirrings at the UWI......Page 282 Locating the marketing ethic at the UWI......Page 283 The Strategic Plan......Page 284 Business Development Office......Page 285 Co-Operative Programs and International Links......Page 286 Concluding arguments......Page 287 References......Page 288 Glossary......Page 291 Introduction......Page 293 Globalization and the U.S. economy......Page 294 The New Economy......Page 295 The changing face of America......Page 296 The expansion of access to higher education......Page 298 The Battle for Access to Selective Institutions......Page 300 American higher education today......Page 303 The Access Challenge......Page 308 Conclusion......Page 310 Notes......Page 312 References......Page 313 International education in a global context......Page 315 Background......Page 316 U.S. Higher education and globalization......Page 319 Economic impacts......Page 323 Social impacts......Page 328 Enrollment trends and student flows......Page 329 Research on international education......Page 333 Analysis......Page 337 Findings......Page 341 Recommendations......Page 345 References......Page 346 Impact of Japanese colonial legacy on globalization of Korean education......Page 349 Convergence Theory......Page 350 Collectivistic Notion of Nation......Page 351 Historical analysis of Korean education......Page 352 Japanese Imperial Education and Colonial Education in Korea......Page 355 Unsuccessful Educational Reform in South Korea, 1993-2003......Page 356 Negative Internal Condition......Page 359 Purpose of Pilot Study......Page 360 Instruments......Page 361 Mission 1......Page 363 Result 2......Page 364 Mission 5......Page 365 Discussion and implication......Page 366 References......Page 369 Globalization, education, and cultural change in the Navajo nation: Snapshots of situated appropriation and adaptive intelligence in the U.S. southwest......Page 372 Introduction......Page 373 Cultural Assimilation and Cultural Hybridity......Page 374 Situated Appropriation and Adaptive Intelligence......Page 376 Assimilationist Narratives in American Indian Education......Page 377 ‘‘Power’’ in a Dichotomous Narrative......Page 380 Situated Appropriation in Formal Educational Contexts......Page 381 Appropriating the Outcome-Based Learning Movement for Cultural Ends......Page 384 Non-Formal Education: Appropriating Material Culture......Page 386 Information Systems: Newspaper, Internet, and Situated Appropriation......Page 387 Mutual Appropriation and the U.S. Military......Page 389 Adaptive Intelligence and Re-Thinking Cultural Change Narratives......Page 391 Notes......Page 392 References......Page 393 Introduction......Page 395 Decentralization......Page 396 Global processes and educational decentralization......Page 401 Decentralization: a social efficiency perspective......Page 405 Spain......Page 409 Conclusion......Page 418 References......Page 419 Introduction......Page 422 Globalization, decentralization, and reform......Page 423 Thumbnail of Thai Historical Background - Ayutthaya Period......Page 426 Reform as an Act of Hegemony......Page 429 The Ride to Nationhood......Page 433 Movement toward the Democratic Process......Page 434 Constitutional Designs......Page 437 19th Century State Reforms a Template for 20th Century Globalizationquest......Page 439 State Culture - An Ersatz Public Goodquest......Page 440 Social Movements as Cultural Discourse......Page 443 Buddhism - Tool of Resistance and Reform......Page 444 Education - the Future of Thai Culture......Page 446 Limits and Frontiers......Page 449 References......Page 452 The centrality of context in the development of the commonwealth teacher recruitment protocol: Relevance for international teacher migration......Page 457 Background......Page 458 Context of international teacher loss and teacher mobility......Page 460 GATS and teacher mobility......Page 462 Education for all......Page 463 HIV/AIDS......Page 465 The context of small states......Page 466 Summary of empirical research......Page 467 Summary......Page 472 Review and analysis of the protocol6......Page 473 Conclusion......Page 476 References......Page 478 From producing citizens to producing managers: Education in a globalized world......Page 480 Introduction......Page 481 The Debate......Page 482 Economic......Page 487 Political......Page 488 Cultural......Page 489 Globalization and education......Page 490 Market Model and Commoditization of Education......Page 491 Globalization and the University......Page 494 Globalization and Education in the United Kingdom......Page 496 Globalization and Education in the United States......Page 497 Globalization and Education in the Developing World......Page 498 Conclusions......Page 502 References......Page 504 sdarticle_024.pdf......Page 508 "Power, Voice and the Public Good: Schooling and Education in Global Societies comes at a most propitious time in our tumultuous world. With the dawn of the new millennium, our global problems of poverty, hunger, disease, war, inadequate schooling, abuse and exploitation, homelessness, and natural disaster have become ever more challenging. That such issues have profound consequences on children across the globe is of no small consequence. It would appear that issues of social equity, social justice and democracy have been subverted in the quest for profit, dominance and soical control. Amidst it all, we have become borderless societies where problems from one nation state encumber the resources and priorities of other nation states."--BOOK JACKET Three themes underpin the tripartite structure of "Power, Voice, and the Public Good", including attention to the definitional and theoretical underpinnings of globalization; the ubiquitous nature and topical display of globalization; and, the possibilities of understanding, redefining and rethinking aspects of globalization with the backdrop of issues that relate to education, and the pursuit of public good. A plethora of examples how education and schooling respond to and are driven by larger global networks, demands, and discourses are explored. Each chapter of the book consistently addresses ways of looking at the hope and promise of education and schooling in spite of the advent, realities, and complexities of their globalized societies.