Education and Social Inequality in the Global Culture

1. Front Matter

   Pages i-xxvii

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2. Global Convergence and Divergence in Childhood Ideologies and the Marginalization of Children

   • Diane M. Hoffman, Guoping Zhao

   Pages 1-16

3. Measuring Inequities in Secondary School Attendance: The Probability of Attending Secondary School for Primary School Graduates in Nicaragua

   • Caroline E. Parker

   Pages 17-39

4. Religion, International Aid, and Used Clothing: Globalization and Mayan Literacy Revival in Guatemala

   • Mary Holbrock

   Pages 41-56

5. A New Understanding of Globalization: The Case of the Romà

   • Victòria Miquel-Martí, Tere Sordé-Martí

   Pages 57-70

6. Equity Considerations in the Access to Higher Education in Central and Eastern Europe

   • Randal J. Zimmermann

   Pages 71-83

7. The Process of Inclusion/Exclusion in Brazilian Schools: Data from Reality

   • Marta Luz Sisson de Castro, Janaina Specht Da Silva Menezes

   Pages 85-102

8. Private Resources in Educational Finance and Equality Implications: Evidence from Peru

   • Mariana Alfonso

   Pages 103-121

9. Defying the Odds: A Study of Grade 11 Female Students in Eritrea

   • Kara Janigan

   Pages 123-139

10. Voices of Teachers in Academic and Vocational Secondary Schools in Egypt: Perceived Consequences of Educational Reform for Quality and Equality

    • Nagwa M. Megahed

    Pages 141-154

11. Cultural Capital: What Does It Offer Students? A Cross-National Analysis

    • Gillian Hampden-Thompson, Lina Guzman, Laura Lippman

    Pages 155-180

12. The Institutionalization of Mass Schooling as Marginalization or Opportunity in Islamic Nation-States

    • Alexander W. Wiseman

    Pages 181-202

13. Back Matter

    Pages 203-209

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A major aim of Education and Social Inequality in the Global Culture, which is the first volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, edited by Joseph Zajda and his team, is to present a global overview of the relationship of education, socio-economic status, and globalization. By examining some of the major education policy issues, particularly in the light of recent shifts in education and policy research, the editors aim to provide a comprehensive picture of the intersecting and diverse discourses of globalization, education, and policy-driven reforms. The spirit of dialogical encounter has very soundly directed editors’ efforts in organizing this volume. The editors’ task is to deepen, and in some cases open widely, diverse and significant discourses related to globalization, social stratification, and education. The impact of globalization on education policy and reforms is a strategically important issue for us all. More than ever before, there is a need to understand and analzse both the intended and the unintended effects of globalization on e- nomic competitiveness, educational systems, the state, and relevant policy changes—all as they affect individuals, educational bodies (such as universities), policy-makers, and powerful corporate organizations across the globe. The evo- ing and constantly changing notions of national identity, language, border politics and citizenship which are relevant to education policy need to be critiqued by appeal to context-specific factors such as local–regional–national areas, which sit uncomfortably at times with the international imperatives of globalization.

• Europe
• Globalisation
• comparative education
• education
• education policy
• education reform
• educational inequality
• ideology
• literacy
• pedagogy
• quality

From the reviews:

“The volume edited by Joseph Zajda, Karen Biraimah, and william Gaudelli offers 11 chapters that deal with the issue extremely critically. The book aims at discussing the factors determining social inequality in education in the context of global culture. … It is fruitful because they show that the assumed direct relationship between cultural capital and school performance … . offer valuable contributions to the subject of inequality in education.” (Marcelo Caruso, Comparative Education Review, August, 2010)

• Australian Catholic University, Australia

  Joseph Zajda

• University of Central Florida, Orlando, USA

  Karen Biraimah

• Columbia University, New York, USA

  William Gaudelli

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