| Preface |
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xiii | |
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Globalization of Education |
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1 | (28) |
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Globalization of Education |
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2 | (2) |
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Global and Comparative Education |
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4 | (2) |
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Global Flows and Networks |
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6 | (2) |
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World Educational Culture: The Work of World Culture Theorists |
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8 | (5) |
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World System and Postcolonial/Critical Theories |
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13 | (1) |
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Culturalist: Educational Borrowing and Lending |
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14 | (2) |
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Human Capital World Model |
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16 | (2) |
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Progressive Education World Model |
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18 | (1) |
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Religious Education World Models |
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19 | (1) |
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Indigenous Education World Models |
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19 | (2) |
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Examples of the Diffusion of Global Educational Models |
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21 | (2) |
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Examples of Educational Borrowing and Lending: The Case of South America |
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23 | (4) |
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Conclusion: Different Lenses for Interpreting Global Education |
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27 | (2) |
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Global Education Networks and Discourses: The World Bank and the Knowledge Economy |
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29 | (26) |
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30 | (2) |
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World Bank and the United Nations' Networks |
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32 | (1) |
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Public-Private Partnership Networks and Multinational Corporations |
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33 | (1) |
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Networking with the Discovery Channel Global Education Partnership |
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34 | (2) |
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The World Bank Group and Public-Private Partnerships Networks |
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36 | (1) |
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The World Bank and the Discourse About the Knowledge Economy |
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37 | (3) |
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The World Bank and the Ideal Personality for the Knowledge Economy |
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40 | (4) |
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Schooling for the Knowledge Economy |
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44 | (3) |
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The World Bank's Schools of Tomorrow |
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47 | (2) |
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The World Bank and Lifelong Learning |
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49 | (1) |
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Criticisms of Education for the Knowledge Economy |
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50 | (4) |
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54 | (1) |
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The Cyberschoolbus and Sesame Street Meet the Global Knowledge Economy: OECD and the United Nations |
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55 | (28) |
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55 | (4) |
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Birth Rates, Female Workers, and Lifelong Learning |
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59 | (7) |
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UNESCO and Lifelong Learning: A Different Vision |
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66 | (6) |
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Competing Global Discourses |
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72 | (2) |
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A Global Curriculum: Cyberschoolbus |
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74 | (2) |
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Educating Global Citizens: Cyberschoolbus and Sesame Street |
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76 | (2) |
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Sesame Street: Global Preschool for Social Justice |
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78 | (2) |
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Conclusion: Spreading a World Education Culture: Human Capital and Progressive Educational Models |
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80 | (3) |
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The Marketing of Knowledge: Multinational Learning Corporations, Global Assessment, and Higher Education |
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83 | (34) |
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84 | (4) |
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Global Marketing of For-Profit Education and Knowledge Industries |
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88 | (4) |
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Global Testing Services: Standardization of Subjects and Global Intercultural English |
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92 | (5) |
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The Apollo Group and the University of Phoenix: A New Model for a Global University? |
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97 | (3) |
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The Globalization of Higher Education |
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100 | (4) |
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The Global Marketing of Higher Education |
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104 | (4) |
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Higher Education and English |
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108 | (1) |
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Higher Education Networks |
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109 | (3) |
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A Global University Through Higher Education Networks? |
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112 | (4) |
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Conclusion: Name Brands and a Global University |
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116 | (1) |
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From the Global to the Local: Global Progressive Education Models and INGOs |
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117 | (27) |
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Global Uniformity or Diversity of Educational Practices and Policies? |
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118 | (1) |
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Culturalists: The Anthropologists |
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118 | (3) |
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Culturalists: Comparative Education |
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121 | (1) |
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Culturalists: Examples of Borrowing and Policy Transformations |
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122 | (4) |
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Global Forms of Progressive Education |
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126 | (5) |
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International Nongovernment Organizations (INGOs) |
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131 | (2) |
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Human Rights INGOs and the Global Progressive Education Model |
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133 | (4) |
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Environmental INGOs and Progressive Education |
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137 | (6) |
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Conclusion: Local Transformation of the Global Education Superstructure |
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143 | (1) |
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Religious and Indigenous Education Models: A Clash of Civilizations? |
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144 | (33) |
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The Existence of Knowledges |
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145 | (4) |
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The Clash of Civilizations and the Role of Religion |
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149 | (4) |
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Religious Educational Models: A Rejection of Secular Modernity? |
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153 | (1) |
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Religious Content in National School Systems |
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154 | (2) |
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Education and Religious Nationalism |
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156 | (3) |
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Sarvodaya: The Welfare of All |
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159 | (2) |
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Education and Liberation Theology |
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161 | (5) |
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State Supported Islamic Education |
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166 | (5) |
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Indigenous Models of Education |
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171 | (4) |
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Conclusion: Rejecting the Industrial--Consumer Paradigm? |
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175 | (2) |
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Global Migration and Language Policies |
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177 | (23) |
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Global Migration: International and National |
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178 | (5) |
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The Children of Global Migrants in OECD Countries |
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183 | (2) |
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The Knowledge Economy: Brain Drain, Gain, and Circulation |
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185 | (3) |
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188 | (2) |
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Remittances and Unskilled Labor |
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190 | (1) |
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Global Migration and Multicultural Education |
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191 | (5) |
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Educational Responses to Multicultural and Multilingual Populations |
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196 | (2) |
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Conclusion: A World in Motion |
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198 | (2) |
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Globalization and Complex Thought: Is There a Theory of Educational Globalization? |
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200 | (7) |
| Notes |
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207 | (32) |
| Index |
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239 | |
