Joseph Zajda Macleans A. Geo-JaJa Editors Globalisation, Comparative Education and Policy Research 9 The Politics of Education Reforms AB 3 The Politics of Education Reforms Globalisation, Comparative Education and Policy Research 12-volume Book Series (Springer) Series editor: Joseph Zajda (Australian Catholic University, Melbourne Campus) http://www.springeronline.com/sgw/cda/frontpage Book series overview The Globalisation, Comparative Education and Policy Research book series aims to meet the research needs of all those interested in in-depth developments in comparative education research. The series provides a global overview of developments and changes in policy and comparative education research during the last decade. Presenting up-to-date scholarly research on global trends, it is an easily accessible, practical yet scholarly source of information for researchers, policy makers and practitioners. It seeks to address the nexus between comparative education, policy and forces of globalisation, and provides perspectives from all the major dis- ciplines and all the world regions. The series offers possible strategies for the effective and pragmatic policy planning and implementation at local, regional and national levels. The book series complements the International Handbook of Globalisation and Education Policy Research. The volumes focus on comparative education themes and case studies in much greater scope and depth than is possible in the Handbook. The series includes volumes on both empirical and qualitative studies of policy initiatives and developments in comparative education research in elementary, secondary and post-com- pulsory sectors. Case studies may include changes and education reforms around the world, curriculum reforms, trends in evaluation and assessment, decentralisation and privatisation in education, technical and vocational education, early childhood education, excellence and qual- ity in education. Above all, the series offers the latest findings on critical issues in comparative education and policy directions, such as: • Developing new internal strategies (more comprehensive, flexible and innovative modes of learning) that take into account the changing and expanding learner needs • Overcoming ‘unacceptable’ socio-economic educational disparities and inequalities • Improving educational quality • Harmonizing education and culture • International cooperation in education and policy directions in each country Joseph Zajda Macleans A. Geo-JaJa ● Editors The Politics of Education Reforms Editors Joseph Zajda Macleans A. Geo-JaJa Australian Catholic University Department of Teacher Education Melbourne Campus, Brigham Young University Australia Provo, UT [email protected] USA [email protected] ISBN 978-90-481-3217-1 e-ISBN 978-90-481-3218-8 DOI 10.1007/978-90-481-3218-8 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2009941531 © Springer Science + Business Media B.V. 2010 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science + Business Media (www.springer.com) To Rea, Nikolai and Dorothy Preface The Politics of Education Reforms, which is the ninth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents scholarly research on major discourses concerning the politics of education reforms globally. It provides an easily accessible, practical yet scholarly source of information about recent developments in globalisation, comparative educa- tion and education reforms. Above all, the book offers the latest findings to the critical issues concerning major discourses surrounding education reforms in the global culture. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, and schooling around the world. It offers a timely overview of current policy issues affecting research in comparative education of education reforms. It provides directions in education, and policy research, relevant to pro- gressive pedagogy, social change and transformational educational reforms in the twenty-first century. The book critically examines the overall interplay between the state, ideology and current discourses of education reforms in the global culture. It draws upon recent studies in the areas of globalisation, academic achievement, standards, equity and the role of the State (Carnoy 1999; Zajda 2008a, b). It explores con- ceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, and quality-driven education reforms. It demon- strates the neo-liberal ideological imperatives of education and policy reform, affecting schooling globally (see also Zajda 2005). Various book chapters critique the dominant discourses and debates pertaining to comparative education dis- courses on reforms and neo-liberal ideology in education. Using a number of diverse paradigms in comparative education research, ranging from critical the- ory to globalisation, the authors, by focusing on globalisation, ideology and democracy, attempt to examine critically existing inequalities in education, due to social inequality and social stratification (see also Apple 2004; McLaren and Farahmandpur 2005). The volume provides a more informed critique on the Western-driven models of education, and existing dimensions of inequality, defined by cultural capital and SES. The book draws upon recent studies in the areas of dominant ideologies, power and stratification in education and society globally (Zajda and Rust 2009). The general intention is to make The Politics of Education Reforms available to a vii viii Preface broad spectrum of users among policy makers, academics, graduate students, edu- cation policy researchers, administrators and practitioners in the education and related professions. The book is unique in that it: • Examines central discourses surrounding the politics of education reforms globally • Explores conceptual frameworks and methodological approaches applicable in the research of education and policy reforms , with reference to the State, ideol- ogy and globalisation • Demonstrates ideological imperatives of globalisation, neo-liberal ideology and the state, affecting the nature and direction of reforms globally • Provides strategic education policy analysis on recent developments in educa- tion reforms • Offers suggestions for directions in education and policy changes, relevant to democratic and empowering pedagogy in the twenty-first century We hope that you will find The Politics of Education Reforms useful in your teaching, future research and discourses concerning schooling, social justice and policy reforms in the global culture. Melbourne, Australia Joseph Zajda References Apple M (2004) Ideology and curriculum, 3rd edn. Routledge Falmer, New York Carnoy M (1999) Globalisation and educational reform: what planners need to know. UNESCO, International Institute for Education Planning, Paris McLaren P, Farahmandpur R (2005) Teaching against global capitalism and the new imperialism. Rowman & Littlefield, Lanham, MD Zajda J (2005) (ed) The international handbook of globalisation and education policy research. Springer, Dordrecht Zajda J, Biraimah B, Gaudelli W (2008) (eds) Education and social inequality in the global cul- ture. Springer, Dordrecht, pp xvii–xxviix Zajda J, Rust V (2009) (eds) Globalisation, policy and comparative research: discourses of glo- balisation. Springer, Dordrecht Acknowledgements We wish to thank the following individuals who have provided invaluable help, advice and support with this major research project: Bernadette Ohmer, Springer Harmen van Paradijs, Publishing Editor, Springer Dorothy Murphy, Associate Editor, Educational Practice and Theory, James Nicholas Publishers We also want to thank numerous reviewers who were prepared to review various drafts of the chapters. These include: Alberto Arenas, University of Arizona Karen Biraimah, University of Central Florida Malcolm Campbell, Bowling Green State University Paul Carlin, Australian Catholic University (Melbourne Campus) Kassie Freeman, Southern University and A&M College System David Gamage, University of Newcastle Mark Hanson, University of California, Riversdale Yaacov Iram, Bar Ilan University Erwin Epstein, Loyola University, Chicago Andreas Kazamias, University of Wisconsin-Madison Sheryl Lutjens, Northern Arizona University Ljubo Majhanovich, Windsor University Suzanne Majhanovich, University of Western Ontario Kas Mazurek, University of Lethbridge Marie-Laure Mimoun-Sorel, Australian Catholic University (Melbourne Campus) Wolfgang Mitter, German Institute for International Educational Research Gabrielle McMullen, Australian Catholic University (Melbourne Campus) Adam Nir, Hebrew University of Jerusalem Carlos Ornelas, Universidad Autonoma Metropolitana Sev Ozdowski, University of Western Sydney Val Rust, University of California, Los Angeles Margaret Secombe, University of Adelaide Noah Sobe, Loyola University, Chicago ix x Acknowledgements Sandra L Stacki, Hofstra University Nelly Stromquist, University of Southern California Rea Zajda, James Nicholas Publishers We are particularly grateful to Harmen van Paradijs, Publishing Editor, Springer who supported this project, and who took the responsibility for the book production process, and whose energy and enthusiasm ensured that the book was published on time.