Systems of Education: Theories, Policies and Implicit Values (Education, Culture, and Values, 1)

A comprehensive treatment of the current concern with values in education. In six volumes, a team of over 120 contributors and experts from around the world examine the issues and place them in a context of culture and diversity. Volumes 1 to 3 provide a wide-ranging consideration of the diversity of values in education at all levels, and thus represents a framework for the focus of Volumes 4 to 6, which focus more specifically on values education (moral, religious, spiritual and political). Overall the six volumes bring together the fundamental domain of values with the important issue of pluralism and the world of independent cultural traditions, to generate new, fruitful and progressive reflection and exemplars of good practice. Handomsley bound and printed they are an essential reference tool and represent a significant contribution of interest and benefit to educators, policy makers, parents, academic, researchers and student teachers. Volume 1 is concerned with the theoretical and conceptual framework for reflecting about values, culture and education and thus provides an introduction to the series as a whole. It provides state and policy level analysis across the world. Book Cover......Page 1 Half-Title......Page 2 Title......Page 4 Copyright......Page 5 Contents......Page 7 Contributors......Page 9 Editors’ Foreword......Page 11 Dedication......Page 12 Beyond Reasonable Doubt? Researching ‘Race’ in Educational Settings1......Page 13 Part One Theories, Concepts and Implicit Values......Page 25 Values education and multicultural/antiracist education......Page 26 Values and their domains......Page 27 Antiracism: its value foundations......Page 29 Moral asymmetries in racism......Page 30 Multiculturalism: cultural respect......Page 32 Multiculturalism: commitment to cultural diversity and pluralism......Page 33 Culture-sensitive teaching, equal opportunity, and cultural pluralism......Page 34 Antiracist and multicultural education: the differences......Page 36 Notes......Page 37 Policy change towards multicultural education......Page 40 Policy change in the western world......Page 42 The rise of the market......Page 43 The limits of the market......Page 44 The advent of the new managerialism......Page 45 Redressing the balance......Page 49 References......Page 52 3 “Heritable Intelligence”: Real and Important, or an Arbitrary Social Construct?......Page 54 Attack 1......Page 57 Attack 3......Page 58 Response......Page 59 Response......Page 60 Response......Page 61 Attack 2......Page 62 Attack 5 (the “communitarian” attack)......Page 63 Assumptions about mental and physical characteristics......Page 64 Reinterpretation of the empirical grounds of IQ......Page 65 Response......Page 68 Objection......Page 69 Response......Page 70 Response......Page 71 V. Conclusion......Page 72 Notes......Page 73 Bibliography......Page 75 4 Contested Values and Disputed Cultural Identity in Mexican Higher Education......Page 77 Higher education and the state......Page 79 Origins of Mexican higher education: between scholastics and science......Page 80 The dispute for the nation: religious versus liberal education......Page 82 Populism versus conservatism in higher education in the 1920s......Page 83 Socialism versus academic freedom from 1930 to 1940......Page 84 The golden age of the university (1940– 60): a developmentalist view of education......Page 85 Humanism vs the global market......Page 86 Contemporary trends and current debates......Page 87 Conclusion......Page 89 References......Page 92 Introduction......Page 94 Cultural pluralism......Page 95 Cultural pluralism and social harmony......Page 96 Ethnic separation, ethnic co-operation and social harmony......Page 97 Democracy and cultural pluralism......Page 98 Ideal cultural pluralism......Page 99 External constraints upon free choice......Page 100 Education......Page 101 Education for cultural diversity......Page 102 Methods and strategies at school level......Page 103 Choosing from available cultural options......Page 104 Ethnic culture, the school culture and curriculum planning......Page 105 Discussion as a method of resolving value conflict......Page 106 Insufficiency of rational procedures......Page 107 Conclusion......Page 108 References......Page 110 Origin of ethnic and cultural diversity......Page 112 Cultural diversity as an evolutionary challenge......Page 113 Towards a system of values and policy of difference and universalism......Page 114 Criteria for inter-cultural education......Page 115 Dialogue and understanding between cultures......Page 117 Control of one’s own prejudices......Page 119 Recognition of universal principles and values......Page 121 References......Page 122 The general attitude......Page 123 The handicapped and labelling in primary education......Page 124 The socio-cultural incongruencies in primary schools......Page 125 References......Page 126 Introduction......Page 128 An account of the modernist subject......Page 129 The subject reconsidered: a Levinassian perspective......Page 131 The subject reconsidered: a Buddhist perspective......Page 133 Notes......Page 135 References......Page 136 Part Two Systems, Policies and Projects across the World......Page 138 Higher education: a crisis of identity......Page 139 Interpretations of ethnicity......Page 140 Nationality and ethnicity......Page 141 Ethnic monitoring......Page 142 Language barriers......Page 143 Admissions barriers......Page 144 Financial barriers......Page 145 Towards social inclusion......Page 146 Race relations legislation......Page 147 Progress towards a multicultural higher education......Page 148 Resourcing a multicultural higher education......Page 149 References......Page 150 Introduction......Page 152 Cultural diversity......Page 155 Conclusion......Page 157 Foundations in 1993......Page 160 A values framework......Page 161 An audit of values......Page 162 1995 School trials......Page 163 The development of value outcome statements......Page 164 Teachers and Classroom practice trial......Page 165 Results from the trial6......Page 166 School Planning trial......Page 168 Results from the trial8......Page 169 Students, schools and values: exploring values outcomes for schools in the twenty-first century......Page 172 Notes......Page 173 References......Page 174 12 Biculturalisms (and Antiracisms) in Education in New Zealand......Page 176 Maori-Pakeha relationships: a brief historical overview......Page 179 ‘Maori’ and ‘Pakeha’: some notes on definitions......Page 180 Te Whakaputanga o Te Rangatira o Nu Tirene/Declaration of Independence......Page 181 Te Tiriti o Waitangi/Treaty of Waitangi: 1840......Page 182 The example of education......Page 183 To resistance and rangatiratanga: biculturalism and treaty principles......Page 184 Multiculturalism and biculturalisms......Page 186 Liberal biculturalisms......Page 187 Radical biculturalisms: parallel development......Page 189 Moving to post-biculturalism......Page 191 References......Page 194 13 Two Tracks to Citizenship in the USA1......Page 197 The American “common-sense” approach to citizenship......Page 200 Citizenship education......Page 201 Conclusion......Page 203 References......Page 204 14 Changing Values and National Identities in the Caribbean and their Effect on Language Education Policy......Page 206 References......Page 218 Introduction......Page 220 Pluralism......Page 221 Cultures......Page 222 Globalization......Page 223 The value of language......Page 224 Linguistic rights......Page 225 Linguistic diversity......Page 226 Pluralism and language policy in Africa......Page 228 Cameroon......Page 229 Zaïre......Page 231 Tanzania......Page 232 South Africa......Page 233 Valuing diversity?......Page 234 References......Page 235 Introduction......Page 238 The multicultural-bicultural debate......Page 239 Policy development in Maori education......Page 240 The usefulness of the paradigms......Page 242 The assimilation stage8......Page 243 The genetic paradigm......Page 244 Cultural deprivation paradigm......Page 245 The integration stage......Page 246 The multicultural stage......Page 247 The cultural pluralism paradigm......Page 248 The radical paradigm......Page 249 Discussion and conclusion......Page 250 Notes......Page 251 References......Page 253 TOSCA References......Page 255 Education in a pre-democratic South Africa......Page 256 Cultural diversity and diversity in value systems in South Africa......Page 260 Democracy in South Africa—national policy changes......Page 261 Value plurality and a multicultural education system in South Africa......Page 263 Shifts in values and epistemological emphasis......Page 265 Ideology......Page 266 References......Page 267 Australian context of diversity......Page 270 Australian national policy......Page 271 Assimilationist policy......Page 273 A broader view of diversity......Page 274 Integration or mainstreaming......Page 275 Policy construction......Page 276 Discourse of policy......Page 277 Public policy and values......Page 280 References......Page 282 Introduction......Page 283 National policy developments......Page 284 Ethical basis of national policy......Page 285 Markets, ethics and education......Page 289 Individuals and communities......Page 290 Nationalism, globalism and the public good......Page 291 Professional ethics and national policy......Page 292 References......Page 294 Index......Page 297 Vol 1. Systems of education : theories, policies and implicit values v. 2. Institutional issues : pupils, schools and teacher education v. 3. Classroom issues : practice, pedagogy and curriculum v. 4. Moral education and pluralism v. 5. Spiritual and religious education v. 6. Politics, education and citizenship. "Systems of Education: Theories, Policies and Implicit Values is concerned with the theoretical and conceptual framework for reflecting about values, culture and education and thus provides an introduction to the series as a whole. It is concerned with state and policy level analysis across the world."--Jacket Volume 6 is concerned with political education and citizenship. Papers from several countries lend an international perspective to currently significant concerns and developments, including democracy, and democratic education, human rights, national identity and education for citizenship. In the context of cultural pluralism, volumes 1-3 deal with values diversity in education covering the levels of systems, institution and classroom; volumes 4-6 focus on moral education, religious and spiritual education, and political and citizenship education.