Bøger i Global Studies in Education serien

This book pays tribute to an intellectual giant. The twenty-one succinct chapters comprising the volume, and the variety of scholars who have authored them, reflect the towering influence of Roger Dale's work in fields such as the Sociology of Education, Globalization and Education Policy Studies, and Comparative and International Education.

The Idea of the University: A Reader, Volume 1 provides selected works of the major thinkers who have contributed to the discourse on the idea of the university in the German, English, American and French traditions, dating from the establishment of the University of Berlin in 1810.

Education, Assessment, and the Desire for Dissonance aims to address the contentious practice of assessment in schools and universities within a poststructuralist educational paradigm.

This volume focuses on the question of whether it is appropriate and inevitable that higher education systems are becoming so large and so diverse that the only realistic way they can be analysed is as aggregates of market-like transactions.

Citizenship and Citizenship Education in a Global Age

Bakhtinian Pedagogy

China's New 21st-Century Realities: Social Equity in a Time of Change examines the new social justice realities in China. Contributors also take on race and ethnicity as a means to understanding that China, like many nations in the world, is becoming increasingly diverse in many areas including religion and gender roles.

The New Development Paradigm, written by international authorities, focuses on three related themes: education, the knowledge economy and openness; social networking, new media and social entrepreneurship in education; and technology, innovation and participatory networks.

The New Development Paradigm, written by international authorities, focuses on three related themes: education, the knowledge economy and openness; social networking, new media and social entrepreneurship in education; and technology, innovation and participatory networks.

This book focuses on the development of Taiwan's long-standing National Scholarship Program for Overseas Study between 1955 and 2000. The research includes an ethnographic analysis of discourse, investigating the program from two perspectives: the researcher's critical discourse analysis of historical texts, and the narratives provided by program stakeholders.

This book explores real global issues in the classroom and also offers different innovative instructional strategies that educators have employed while teaching social studies courses. Indeed, this volume is a critical tool to help educators and students to gain a better understanding of globalization and global education.

This book explores real global issues in the classroom and also offers different innovative instructional strategies that educators have employed while teaching social studies courses. Indeed, this volume is a critical tool to help educators and students to gain a better understanding of globalization and global education.

This volume focuses on the question of whether it is appropriate and inevitable that higher education systems are becoming so large and so diverse that the only realistic way they can be analysed is as aggregates of market-like transactions.

Suitable for teachers and professors, as well as a textbook for undergraduate and graduate classrooms, this book comes at a time of increasing anxiety about the repercussions of financial instability and the probability of widespread market volatility.

Intercultural dialogue is a concept and discourse that dates back to the 1980s. It is the major means for managing diversity and strengthening democracy within Europe and beyond. This title examines the ideological underpinnings of the European model and its global applications.

The Idea of the University: Contemporary Perspectives consists of essays from the leading contemporary scholars of the university across the world.

Based on an Afro-Caribbean primary school teacher's experience, this title provides a discourse which extends and illuminates the limitations of the neo-liberal and global rationalizations of the challenges posed to a teacher's practice.

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