Suchergebnisse

1. Neo-liberalism and public goods -- 2. Neo-liberalism and English education -- 3. Neo-liberal educational reforms and social inequality : some insights from France -- 4. The education agenda of Turkey : marketing education in the context of neo-liberal policies -- 5. Neo-liberal reforms and governance in Mexican higher education -- 6. The neo-liberal reforms of education in Argentina and Latin America -- 7. The influence of neo-liberalism on Japan's educational reforms -- 8. The impacts of neo-liberalism on higher education in China : issues and challenges -- 9. Globalization and neo-liberalism as educational policy in Australia -- 10. Environmental education through global and local lenses : ecopedagogy and globalizations in Appalachia, Argentina and Brazil -- 11. The state and education policy change in South Africa : walking the tightrope between choice and equity.

This volume gathers a cast of eminent scholars for a critical and comparitive analysis of how neoliberal education policies have functioned in a range of countries in different stages of economic development. Treating case studies from Europe, Asia, the Americas and the Middle East, the volume shows how globalization operates differently in different societal contexts.

This practical guide and resource has been written to provide whole-school approaches to developing citizenship. It is based around a detailed range of core activities, including the development of a school council, school elections and community links

The Institute of International and Comparative Education, Beijing Normal University has offered a Masters Program in Educational Leadership and Policy (Comparative Education) for the last four years and it attracts students from around the world, with substantial support in terms of scholarships, from the Chinese government. Beijing Normal University introduced a PhD programme in the same discipline in 2013. The programme is intended to train talented individuals from all over the world, and to provide them with theoretical understanding and skills that will prepare them to take positions of leadership. The programme benefits from the high calibre of students that it attracts, and a multi-national multi-cultural student body is an important educational resource. The authors have worked in the programme, with other colleagues, since its inception, and describe some of the unique features of the programme, as well as some of the challenges.

U.K. sprint coaches' employment of common racial stereotypes in explaining the success of Black and White sprinters was studied. It was hypothesized that Black success would be attributed to innate genetic factors, whereas White success would be attributed to socioeconomic advantages, intelligence, and hard work. Thirty-one sprint coaches participated in success attribution exercises. Quantitative results revealed that Black and White photograph conditions were generally scored similarly in relation to stereotypical factors. However, qualitative results indicated some stereotype replication and susceptibility to natural ability stereotypes due to an overemphasis on biological determinism, and modest recognition of less immediately apparent developmental factors. Although reassuring evidence was gained that U.K. sprint coaches do not widely employ stereotypes in attributing differently the success of Black and White athletes, there was sufficient evidence to necessitate continued vigilance. A theoretical model of stereotype influences in sprinting and recommendations for both coaching and coach education are presented.