Abstract
The chapter offers a synthesis of current research findings on globalisation and education reforms, with reference to major paradigms and ideology. The chapter analyses the shifts in methodological approaches to globalisation, education reforms, paradigms, and their impact on education policy and pedagogy. The chapter critiques globalisation, policy and education reforms and suggests the emergence of new economic and political dimensions of cultural imperialism. Such hegemonic shifts in ideology and policy are likely to have significant economic and cultural implications for national education systems, reforms and policy implementations. The chapter also evaluates discourses of globalisation, cultural imperialism, global citizenship, human rights education, and neo-liberal ideology. It is suggested there is a need to continue to analyse critically the new challenges confronting the global village in the provision of authentic democracy, equality, social justice, and cross-cultural values that genuinely promote a transformative pedagogy. There is also a need to focus on the crucial issues at the centre of current and on-going education reforms, namely global citizenship, human rights education, social justice and access to quality education for all, if genuine culture of learning, and transformation, characterised by wisdom, compassion, and intercultural understanding, is to become a reality, rather than policy rhetoric.
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Zajda, J. (2018). Evaluating Globalisation and Education Reforms: Paradigms and Ideologies. In: Zajda, J. (eds) Globalisation and Education Reforms. Globalisation, Comparative Education and Policy Research, vol 19. Springer, Dordrecht. https://doi.org/10.1007/978-94-024-1204-8_13
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