Education policy and practice has historically been developed within thenational/regional context. However, globalization has prompted educationalists to review their practice in the light of international influences. World issues such as global warming, conflict and the depletion of earth resources have also contributed to an increased awareness of the rolethat education can play in resolving these problems. The contributors focus on how education can bring about social change whileconnecting with theory at the level of cultural impact and policy implications. Theyinvestigate the potential for creating a transnational value system in education, focusing on some key human rights issues both at home and overseas. Truly international in scope, this text lays the groundwork for future research by exposing the commonalities and differences in approaches to knowledge production and its dissemination, drawing together contributions from a variety of cross cultural contexts.
Author(s): Geoffrey Elliott, Sally Issler, Chahid Fourali
Publisher: Continuum
Year: 2010
Language: English
Pages: 333
Contents......Page 6
Tables and Figures......Page 8
Acknowledgements......Page 11
Notes on the contributors......Page 12
Introduction......Page 20
Part I: The Global Policy Context......Page 30
1 Lessons from comparative and international education......Page 34
2 Education for all: a freedom-based approach......Page 46
3 Women’s education in the developing world......Page 57
4 Self-assessment in the further education college of a small state......Page 70
5 The contribution of European programmes to social change......Page 81
Part II: Community Integration and Inclusion......Page 94
6 Social marketing......Page 98
7 Basic education status of Afghan refugees in Iran......Page 113
8 Respecting difference in early childhood centres in Northern Ireland......Page 127
9 Elitism, inclusion and the specialist school......Page 141
10 Higher education and civic and community engagement in the UK......Page 154
Part III: Curriculum Reform......Page 166
11 Beyond borders: expanding the uses of work-based learning......Page 170
12 Government policy and teacher education in Ghana......Page 181
13 Transforming China’s adult and continuing education......Page 194
14 An ‘essential attributes’ approach to curriculum reform......Page 206
15 Reforming VET for social cohesion......Page 223
Part IV: Learning and Pedagogy......Page 240
16 Transformative learning for a global society......Page 244
17 Postcolonial and post-critical ‘global citizenship education’......Page 257
18 Validation of non-formal and informal learning in Europe......Page 270
19 Transnational co-operation in learning support for disabled learners......Page 282
20 Vocational Education......Page 293
Conclusions and implications......Page 306
Selected Bibliography......Page 318
Selected Resources......Page 322
C......Page 326
E......Page 327
G......Page 328
M......Page 329
R......Page 330
T......Page 331
W......Page 332
