Discourses of Globalisation and Education Reforms: Overcoming Discrimination (Globalisation, Comparative Education and Policy Research, 31)

✍ Scribed by Joseph Zajda

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 172
• Category: Library

✦ Synopsis

This book focuses on discourses of effective learning environments globally for reducing discrimination in schools. It offers innovative ideas concerning the future directions that education and policy reforms could take, in order to promote equality, social justice, and access to quality of education for all.
The chapters offer a timely analysis of current issues affecting schooling and strategies for creating effective learning environments globally for overcoming discriminations in schools. It is argued that that one of the most significant variables in creating effective learning environments for reducing classroom discrimination is the student’s cultural identity, the self-concept and self-esteem. The next variables influencing students’ learning environment are motivational strategies, self-regulated learning, and students’ active engagement in constructivist learning.
This book contributes in a very scholarly way, to amore holistic understanding of the nexus between globalisation, comparative education research and education reforms for reducing discrimination. It will be beneficial for a broad spectrum of users, including policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners.

✦ Table of Contents

Foreword
Preface
Editorial by the Series Editor
Contents
About the Author
Chapter 1: Discrimination and Discriminatory Practices in Schools
Students and Learning Discrimination in the Classroom
Overcoming Social and Cultural Discrimination in Schools
Conclusion
Chapter 2: Dominant Discourses of Race and Ethnicity Discrimination in Education
Dominant Discourses of Race and Ethnicity Discrimination in Education
Racial Stratification and Inequality in Education
Ethnicity and Academic Achievement
Discussion of Race and Ethnicity Discrimination in Education
Dominant Discourses Surrounding Racial Discrimination Debate
Dominant Discourses Surrounding Racial Discrimination, and Academic Achievement
Dominant Discourses Surrounding Ethnic Discrimination, and Academic Achievement
Conclusion
Chapter 3: Discourses of Language Discrimination from a Critical Theory Perspective
Discourses of Language Discrimination
Conclusion
Chapter 4: Discourses of Gender Inequality in Education
Gender Stereotypes in Schools
Gender, Schooling and Academic Achievement
Gender Inequality in Schools
Policy Strategies for Reducing Gender Inequalities
Analysis of Gender Discourses in Education
‘Undoing Gender’ in Education
Intersectionality of Race, Ethnicity and Gender
Gender-Related Violence
Transnational Feminist Research for Reducing Gender Inequality
Gender Equity Strategies
Gender Development Index
Conclusion
Chapter 5: Academic Achievement Discrimination and Self-Fulfilling Prophecy in Schools
What Is Discrimination?
Intelligence Discrimination in Schools
Genetic and Environmental Factors Affecting Intelligence Development
Intelligence and Academic Achievement
Intelligence, Testing and Discrimination in Schools
Teacher Perceptions of the Intelligence, and Academic Performance in the Classroom
Stigma, as a Label to Categorize Students
Intelligence and Aptitude in Schools
Teachers’ Prejudice Towards Some Students and Their Potential Performance
Teachers’ Expectations and Self-Fulfilling Prophecies in the Classroom
Intelligence Discrimination in Schools: Evaluation
The Use of IQ Tests
Construct Validity for IQ Tests
Achievement Discrimination and Self-Fulfilling Prophecy in Schools
Self-Fulfilling Prophecy in the Classroom
Peer Discrimination in the Classroom
Discussion
Conclusion
Chapter 6: Values Education to Overcome Classroom Discrimination
Constructivist Learning Theory
Cultural Diversity
Discourses of Transformative Pedagogy
Nine Different Classroom Strategies for Teaching Values Promoting Cultural Diversity and Equality
The Nature of Values in the Classroom (Fig. 6.1)
Chapter 7: The Use of Constructivist Pedagogies and Inquiry Based Learning to Overcome Discrimination
The Use of Constructivist and Inquiry-Based Pedagogies to Overcome Discrimination: Introduction
Constructivist Theory of Learning
Constructivist Learning: Two Popular Perspectives
Cognitive Constructivism
Social-Cultural Constructivism
Inquiry-Based Learning
The Use of Constructivist and Inquiry-Based Pedagogies to Overcome Discrimination
The Use of Constructivist Pedagogies to Overcome Discrimination: Evaluation
Culturally Responsive Inquiry Learning
Intercultural Dialogue
Inquiry-Based Learning and Transformative Pedagogy
Transformative Pedagogy
Conclusion
Chapter 8: Discourses of Globalisation and Education Reforms: Overcoming Discrimination
Explaining the Term Discourse
Explaining Critical Discourse Analysis (CDA)
Uses of Discourse Analysis
Preferred Reading of the Text
Advantages/Disadvantages of Discourse Analysis
Discourses of Social Justice and Relevance for Reducing Discrimination
Current Issues in Social Justice Pedagogy Research
Major Human Rights Discourses
Evaluation
Conclusion
Chapter 9: Transforming Schools to Overcome Discriminations and Discriminatory Practices
Transforming Schools to Overcome Discriminatory Practices: Discussion
Conclusion
References
Index