By Joseph Zajda (auth.), Prof. Joseph Zajda, Prof. Lynn Davies, Prof. Suzanne Majhanovich (eds.)
This booklet significantly examines equality, fairness and democracy in schooling, globally in addition to from quite a few views. Globally, there are expanding arguments either for the democratization of schooling and for using schooling to advertise a democratic society. it's argued that democratic faculties could larger arrange for lively citizenship and for a robust civil society that are obvious to be the basis of a democratic kingdom. The ebook additional argues that whereas there are inspiring examples of faculties that interact in peace schooling or emancipatory pedagogy that paintings throughout numerous ethnic or spiritual divides, on stability, the types, constructions, ideologies and reasons of formal schooling engage to make nationwide and foreign clash extra likely.
Drawing upon contemporary reports within the components of fairness, entry and democracy in schooling, this quantity examines the general interaction among globalisation, democracy and results in education.
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Extra resources for Comparative and Global Pedagogies: Equity, Access and Democracy in Education
His critique seems to stem from the fact that democracy as a concept has been abused throughout history; that so-called democratic states act undemocratically outside their own territory; that there is a danger of oppression by the majority; that it is perceived as a Western concept that cannot be transplanted to other cultures. All this may be true, but this is the equivalent of saying we should not accede to notions of ‘freedom’ or to ‘rights’, because people use the notion of freedom or rights falsely and for their own ends.
In our work on democratisation of teacher education we outlined four principles: equity, rights, informed choice and active participation in decision-making. All of these overlap, but all are essential. Participation without respect for rights can be non-challenging (there was massive popular participation in Hitler’s Germany); and simply giving choices of voting without information is no real choice. Demanding rights without a concern for equity and reciprocity in those rights is also inimical to democracy.
P. 4) Fortunately, the majority of students were willing to re-examine their anger, to put themselves in the place of the oppressed, to take their more critical and nuanced understandings and put them into action. A striking result was a coalition of students being forced to engage in concrete action in their own schools and communities to interrupt the growing anti-Islamic and jingoistic dynamics that were present even in progressive areas. These ‘politics of interruption’ are significant at these key bifurcatory points induced by crisis, which can lead either to greater jingoism/patriotism or to greater understanding of global interdependence.
Comparative and Global Pedagogies: Equity, Access and Democracy in Education by Joseph Zajda (auth.), Prof. Joseph Zajda, Prof. Lynn Davies, Prof. Suzanne Majhanovich (eds.)