Globalisation, Ideology and Social Justice Discourses

This book examines dominant discourses in social justice education globally. It presents cutting-edge research on the major global trends in education, social justice and policy research. Using diverse paradigms, ranging from critical theory to discourse analysis, the book examines major social justice and equity education reforms and policy issues in a global culture, with a focus on the ambivalent and problematic relationship between social justice education discourses, ideology and the state. The book discusses democracy, ideology and social justice, which are among the most critical and significant factors defining and contextualising the processes surrounding social justice education reforms globally. It critiques current social justice education practices and policy reforms, illustrating the shifts in the relationship between the state, ideology, and social justice education policy.
Written by authors from diverse backgrounds and regions, this book examines current developments in research concerning social justice education. It enables readers to gain a more holistic understanding of the nexus between social justice education, and dominant ideologies, both locally and globally. It also provides an easily accessible, practical, yet scholarly insights into local and global trends in the field of social justice education. Discourses of Globalization, Ideology and Social Justice, with contributions from key scholars worldwide, should be required reading for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.

Demonstrates ideological imperatives of globalisation, and discourses of social justice education reforms Evaluates the nexus between globalisation, and social justice education reforms and policy issues Presents issues on current education reforms concerning social justice and equality of educational opportunities

Auteur

Joseph Zajda is a Professor at the Faculty of Education and Arts, Australian Catholic University (Melbourne Campus). He specialises in globalisation and education policy reforms, social justice, history education and values education. He has written and edited 45 books and over 150 book chapters and articles on globalisation and education policy, higher education and curriculum reforms. He is also the editor of the 24-volume book series Globalisation, Comparative Education and Policy Research (Springer, 2009 & 2021). Recent publications include: Zajda, J (Ed). (2020a). Globalisation, ideology and neo-liberal higher education reform. Dordrecht: Springer. Zajda, J. (Ed). (2020b). Human rights education globally. Dordrecht: Springer. Zajda, J. (Ed). (2020c). Globalisation, Ideology and Education Reforms: Emerging paradigms. Dordrecht: Springer; Zajda, J. (2018). He is an elected fellow of the Australian College of Educators(FACE).
Yvonne Vissing is Professor and Policy Chair for the United Nations Convention on the Rights of the Child, Founding Director of the Center for Childhood & Youth Studies and Chair of the Sociology Department at Salem State University in Salem, Massachusetts USA. Dr. Vissing has also created a nonprofit organization to assist communities to advocate for improved community, child and family services. Author of five books with several others near completion, Dr. Vissing has presented her work at international and national meetings and is engaged in work that has both an international and a domestic focus. A true child advocate, she has trained thousands of professionals and students in a framework that is based upon the United Nation's Convention on the Rights of the Child to work with, and for, children's rights. As the research director for the Department of Sociology, she conducts both quantitative and qualitative research, and coordinates her region's annual research conference. Her main areas of concentration have focused upon economic well-being of children and families, education, health, legal rights, and community obligation and comprehensive services. Vissing worked to create a national peace conference for youth, has been a major contributor to Oxford University's Encyclopedia of Peace.

Suzanne Majhanovich (Western University) is Professor Emerita and Adjunct Research Professor at the Faculty of Education, Western University, London, Ontario, Canada. She has published numerous articles and edited books, and has guest-edited (with different others) five special issues of the International Review of Education. Her research interests include globalization, internationalization and education restructuring, as well as first and second language acquisition and the teaching of English and French in international contexts. She was the senior author of the French text series En français s'il vous plait and also worked at times on contract for the Ministry of Education developing curriculum guidelines for French as a Second Language and International Languages. She has been active in the Ontario Modern Language Teachers' Association and was awarded a Life Membership in 2000. Before joining a faculty of education, she taught secondary school French as a Second Language and German. She co-edited the special issue of the International Review of Education: Journal of Lifelong Learning (with Diane Napier and Norberto Fernández Lamarra), "New Times, New Voices" based on selected papers from the thematic group on Higher/adult Education of the 2013 WCCES in Buenos Aires, which appeared as volume 60(4) 2014. Professor Majhanovich also co-edited several volumes on Comparative Education for Sense Publishers. In June, 2013 she was honoured to receive the David N. Wilson Award for contributions to Comparative and International Education from the Comparative and International Education Society Canada (CIESC) at the annual meeting in Victoria BC.

Contenu
Chapter 1. Discourses of Globalisation, Ideology and Social Justice.- Chapter 2. Globalisation and the Ideologies of Children's Rights.- Chapter 3. Globalization and the Issue of Language of Instruction: Examples from Tanzania and Norway.- Chapter 4. Social Justice and Human Rights in the 22nd Century Equity Principle.- Chapter 5. Inclusive Education and Discrimination in France: The Case of Turkish and Arabic Teaching.- Chapter 6. The Colour of Maternal Mortality: State Discourse and the Struggle for Reproductive Justice.- Chapter 7. The COVID-19 Pandemic and the Globalization of Trauma: A Case for Health Care as a Human Right.- Chapter 8. Ideology, Social Justice and Global Homelessness.- Chapter 9. Human Rights and Cultural Resource Management in the United States.- Chapter 10. Migratory Debt: On the Origins and Consequences of Uneven Migratory Mobility Between Centers and Peripheries.- Chapter 11. Mandatory Retirement of Older Adults: Notes from Iceland.- Chapter 12. The Pressureof Incommensurability: When Water Is Life Becomes Water for Life at the United Nations.- Chapter 13. The Multidisciplinary, Interdisciplinary, and International Global Policy Outlook of the Optional Protocol on the Sale of Children, Child Prostitution and Child Pornography (OPSC).- Chapter 14. Discourses of Globalisation, Ideology and Social Justice: Major Trends.