By Joseph Zajda (auth.), Prof. Joseph Zajda, Prof. Lynn Davies, Prof. Suzanne Majhanovich (eds.)
This publication severely examines equality, fairness and democracy in schooling, globally in addition to from numerous views. Globally, there are expanding arguments either for the democratization of schooling and for using schooling to advertise a democratic society. it truly is argued that democratic faculties could larger organize for energetic citizenship and for a robust civil society that are noticeable to be the basis of a democratic nation. The booklet additional argues that whereas there are inspiring examples of faculties that interact in peace schooling or emancipatory pedagogy that paintings throughout quite a few ethnic or non secular divides, on stability, the types, buildings, ideologies and reasons of formal schooling engage to make nationwide and overseas clash extra likely.
Drawing upon fresh experiences within the parts 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
Example text
The former he locates as a ‘consumerist’ strategy – school-site management, collaborative management, parental involvement, school councils, parental choice, revolutionary committees in China. Empowerment on the other hand means increasing the rights of pupils – to complain and to respond to complaints; changing the curriculum; and extending the repertoire of strategies and tactics of protest. Taking a Freirian approach, he argues for pupils to be conscientized, given power as well as rights, which implies also the empowerment of teachers.
Empowerment on the other hand means increasing the rights of pupils – to complain and to respond to complaints; changing the curriculum; and extending the repertoire of strategies and tactics of protest. Taking a Freirian approach, he argues for pupils to be conscientized, given power as well as rights, which implies also the empowerment of teachers. My interruptive democracy is therefore closer to his empowerment, and distinctly not about the liberal or market versions implied by a consumerist democracy.
87) Democratic education then – and now – can be seen simply as a way to sustain free markets and capitalist ethics. This is a dilemma which we have explored in relation to school leadership (Harber & Davies, 2003). If democratic leadership styles are more effective, are they also more effective in a terrorist training camp? Or do authoritarian goals require matching leadership or management styles? Our answer was that ‘effective’ leadership in any context would probably require a match between educational goals and management styles; but it would be an interesting piece of empirical research.