Joseph Zajda Livres

This 14th volume in the 24-volume book series sets out to explore the interrelationship between ideology, the state, and education reforms, placing it in a global context. It examines some of the major education reforms and policy issues in a global culture, particularly in the light of recent shifts in accountability, quality and standards-driven education, and policy research. By doing so, it provides a comprehensive picture of the intersecting and diverse discourses of globalisation and policy-driven reforms in education. The book draws upon recent studies in the areas of globalisation, equality, and the role of the state. It explores conceptual frameworks and methodological approaches applicable in the research covering the state, globalisation, and education reforms. It critiques the neo-liberal ideological imperatives of current education and policy reforms, and illustrates the way that shifts in the relationship between the state and education policy affect current trends in education reforms and schooling globally. Individual chapters critically assess the dominant discourses and debates on education and policy reforms. Using diverse comparative education paradigms from critical theory to historical-comparative research, the chapters focus on globalisation, ideology and democracy and examine both the reasons and outcomes of education reforms and policy change. They provide an informed critique of models of accountability, quality and standards-driven education reforms that are informed by Western dominant ideologies and social values. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. ℗ℓ

The book examines the interplay between ideology, state influence, and nation-building in history education and textbooks. It delves into how social and political changes, significant events, and the roles of key individuals are interpreted, highlighting potential biases and omissions. By analyzing these discourses, it provides a fresh perspective on the implications of history education in shaping national identity and understanding historical narratives.

By employing historiography and discourse analysis, the book explores the complex relationship between ideologies, state narratives, and nation-building as reflected in history school textbooks. It scrutinizes interpretations of social and political changes, highlighting biases and omissions, particularly in the context of the 'Europeanization' of history education within the EU. The analysis draws parallels from public debates in countries like the USA, China, and Russia, emphasizing the global implications of how history education shapes national identity and political discourse.

Focusing on the global discourse surrounding engagement and motivation in education, this book explores their significant effects on teachers and students alike. It delves into how engagement influences student motivation and well-being, while also assessing inclusive classroom models that enhance performance. Key topics include the interplay of cultural identities, individual personalities, intelligence, social learning, and collaborative group dynamics, alongside the critical role teachers play in fostering an engaging learning environment.

The book explores the interplay between cultural identity and academic success in learning environments worldwide. It emphasizes the importance of cultural and social capital in shaping student achievement and discusses motivational strategies that boost engagement and performance. Additionally, it highlights effective teaching methods and advocates for quality education accessible to all, making it a comprehensive resource for understanding the dynamics of learning in diverse contexts.

Focusing on values education, the book critiques prevailing discourses and debates related to cultural identity amid increasing social stratification and unequal educational access. It examines the interplay between globalization, state ideologies, and educational approaches, highlighting the complex relationships that shape values education. Additionally, it offers insights into conceptual frameworks and methodologies for researching values education, multiculturalism, and identity politics, providing a comprehensive analysis of these critical issues in contemporary education.

Focusing on global discourses around effective learning environments, the book explores innovative strategies aimed at reducing discrimination in schools. It discusses future directions for educational and policy reforms that promote equality, social justice, and equitable access to quality education for all students.

Focusing on inclusive schooling and motivational environments, the book explores the impact of students' identity and belonging on academic performance. It emphasizes the importance of cognitive, cultural, emotional, and social capital in achieving educational success. The analysis includes shifts in methodologies for fostering engaging learning environments, addressing cultural identity, and implementing motivational strategies. Additionally, it examines constructivist pedagogy, critical thinking, social constructivism, and values education in enhancing classroom experiences.

The book delves into the influence of motivation theories on educational settings worldwide, highlighting their effects on teacher dynamics and student engagement. It explores how these theories contribute to student well-being, academic success, and equity, while also addressing global competitiveness. By examining cognitive, social cognitive, affective, and psycho-motor domains, the work emphasizes strategies for enhancing student performance and the overall classroom experience.

"Education and Social Inequality in the Global Culture" explores the complex relationship between education, socio-economic status, and globalization. This volume examines key education policy issues, emphasizing the need to understand globalization's effects on educational systems and social stratification, while considering local contexts and international influences.