By Joseph Zajda (auth.), Joseph Zajda, Holger Daun, Lawrence J. Saha (eds.)
This ebook examines matters surrounding the nation-building strategies, and id and citizenship schooling within the international tradition, from numerous views. Globally, there are expanding arguments either for the democratisation of schooling and for using schooling to advertise a democratic society, in accordance with equality, and social justice. it really is argued that genuine and democratic faculties may larger organize for lively citizenship and for a powerful civil society that are noticeable to be the root of a democratic state.
The e-book reviews the dominant discourses and debates referring to cultural identification, set opposed to the present weather of growing to be social stratification and unequal entry to caliber schooling for all. It opens discourses regarding globalisation and the kingdom, and methods to developing nationwide, ethnic and spiritual identities within the international tradition. It explores the ambivalent and complex courting among the nation, globalisation and the development of cultural identity.
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Additional info for Nation-Building, Identity and Citizenship Education
Weiler, K. & Maher, F. (2002). Teacher Education and Social Justice. Radical Teacher http://www. com/p/articles/mi_m0JVP/is_2002_Winter/ai_97483138, accessed 20 October 2006. Zajda, J. (2002). Education Policy: Changing Paradigms and Issues. International Review of Education 48(1&2), 67–91. Zajda, J. (2004). Cultural Transferability and Cross-cultural Textbook Development. Education and Society, 22(1), 83–95. Zajda, J. (2007). Living Together: Globalisation, Education and Intercultural Dialogue.
257). Politicization of culture has important effects on identity. In the process of politicization, culture, tradition, and religion are dealt with politically. Some examples of this process are (1) Indigenous peoples’ claim to their distinctive identities as Indigenous, cultural practices, and self-government (United Nations, 1997), and (2) recent movements of religious fundamentalism. In the former case, Indigenous people’s ascribed identities are not only ascribed, but are now actively chosen by those people.
We also need to focus more on the unresolved tensions between religion, politics, and values education, and the implications for equity, access, and democracy. We need to critique the overall interplay between intercultural dialogue, education, and the state. This can be accomplished by drawing upon recent major and significant studies in the areas of education, intercultural dialogue, and transformational and global pedagogies. By referring to Bourdieu’s call for critical policy analysts to engage in a ‘critical sociology’ of their own contexts of practice, and poststructuralist and postmodernist pedagogy, we need to understand how central discourses surrounding the debate of intercultural dialogue and education are formed in the contexts of dominant ideology, power, and culturally and historically derived perceptions and practices defining the processes of nation-building and cultural identity in the global culture.