Table Of ContentGlobalisation, Comparative Education and Policy Research 17
Joseph Zajda
Sev Ozdowski Editors
Globalisation,
Human Rights
Education and
Reforms
Globalisation , Comparative Education
and Policy Research
Volume 17
Series Editor
Joseph Zajda, Faculty of Education and Arts, School of Education, Australian
Catholic University, Melbourne, Australia
Editorial Board for the Series
Professor Robert Arnove, Indiana University
Professor Birgit Brock-Utne, University of Oslo
Professor Martin Carnoy, Stanford University
Professor Lyn Davies, University of Birmingham
Professor Fred Dervin, University of Helsinki
Professor Karen Evans, University of London
Professor Kassie Freeman, Alcorn State University
Professor Andreas Kazamias, University of Wisconsin
Professor Leslie Limage, UNESCO
Professor MacLeans Geo-JaJa, Brigham Young University
Professor Nikolai Nikandrov, President, Russian Academy of Education (Moscow)
Professor Marcella Mollis, University of Buenos Aires
Professor Susan Majhanovich, University of Western Ontario
Professor Val Rust, UCLA, USA
Advisory Board
Professor Abdeljalil Akkari, University of Geneva
Professor Beatrice Avalos, National Ministry of Education, Chile
Sheng Yao Cheng, Chung Chen University
Professor Kingsley Banya, Misericordia University
Professor Karen Biraimah, University of Central Florida
Professor David Chapman, University of Minnesota
Professor David Gamage, University of Newcastle
Professor Mark Ginsburg, University of Pittsburgh
Professor Yaacov Iram, Bar Ilan University
Professor Henry Levin, Teachers College Columbia University
Professor Noel McGinn, Harvard University
Professor David Phillips, Oxford University
Professor Gerald Postglione, University of Hong Kong
Professor Heidi Ross, Colgate University
Professor M’hammed Sabour, University of Joensuu
Professor Jurgen Schriewer, Humboldt University
Professor Sandra Stacki, Hofstra University
Professor Nelly Stromquist, University of Southern California
Professor Carlos Torres, UCLA
Professor David Willis, Soai University, Japan
Aims & Scope
The G lobalisation, Comparative Education and Policy Research series (volumes
13–24) aims to present a global overview of strategic comparative and international
education policy statements on recent reforms and shifts in education globally, and
offers new approaches to further exploration, development and improvement of
comparative education and policy research globally. In general, the book Series
seeks to address the nexus between comparative education, policy, reforms and
forces of globalisation.
T he Series will present up-to date scholarly research on global trends in
comparative education and policy research. The idea is to advance research and
scholarship by providing an easily accessible, practical yet scholarly source of
information for researchers, policy-makers, college academics, and practitioners in
the fi eld. Different volumes will provide substantive contributions to knowledge
and understanding of comparative education and policy research globally. This new
book series will offer major disciplinary perspectives from all world regions.
More information about this series at h ttp://www.springer.com/series/6932
Joseph Zajda • Sev Ozdowski
Editors
Globalisation, Human Rights
Education and Reforms
Editors
Joseph Zajda Sev Ozdowski
Faculty of Education and Arts, School Equity and Diversity
of Education University of Western Sydney
Australian Catholic University NSW , Australia
East Melbourne , VIC , Australia
Globalisation, Comparative Education and Policy Research
ISBN 978-94-024-0870-6 ISBN 978-94-024-0871-3 (eBook)
DOI 10.1007/978-94-024-0871-3
Library of Congress Control Number: 2016942774
© Springer Science+Business Media Dordrecht 2017
T his work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of
the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation,
broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information
storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
T he use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
T he publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the
editors give a warranty, express or implied, with respect to the material contained herein or for any errors
or omissions that may have been made.
Printed on acid-free paper
This Springer imprint is published by Springer Nature
The registered company is Springer Science+Business Media B.V. Dordrecht
To Rea, Nikolai, Sophie, Imogen, Belinda,
Paulina and Dorothy
Foreword
A major aim of G lobalisation, Human Rights Education and Reforms , which is
Vol. 17 in the 24-volume book series G lobalisation , C omparative Education and
Policy Research , edited by Joseph Zajda and Sev Ozdowski, is to present a global
overview of selected scholarly research on global and comparative trends in
dominant discourses of human rights education. It provides an easily accessible and
practical yet scholarly source of information about the international concern in the
fi eld of human rights education and citizenship education. Above all, the book
offers the latest fi ndings on discourses surrounding trends in human rights educa-
tion in the global culture.
The book explores conceptual frameworks and methodological approaches
applicable in the research covering the state, globalization, and human rights educa-
tion. Various book chapters critique the dominant discourses and debates pertaining
to human rights education. The spirit of dialogical encounter has very soundly
directed the editor and the book chapter writers’ efforts in organizing this volume.
The editor’s task is to deepen, and in some cases open widely, diverse and signifi -
cant discourses related to human rights education and the politics surrounding the
debate.
T he book explores the ambivalent and problematic relationship between the
state, globalization, and human rights education discourses. Using a number of
diverse paradigms, ranging from critical theory to globalization, the authors, by
focusing on globalization, ideology, and human rights education, attempt to exam-
ine critically recent trends in human rights education and their impact of identity
politics.
The authors focus on discourses surrounding three major dimensions affecting
the human rights education: n ational identity , democracy , and i deology . These are
among the most critical and signifi cant dimensions defi ning and contextualizing the
processes surrounding the nation-building and identity politics globally.
Furthermore, the perception of globalization as dynamic and multi-faceted pro-
cesses clearly necessitates a multiple-perspective approach in the study of human
rights education, and this book provides that perspective commendably. In the book,
the authors, who come from diverse backgrounds and regions, attempt insightfully
vii
viii Foreword
to provide a worldview of current developments in research concerning human
rights education, and citizenship education globally. The book contributes in a very
scholarly way, to a more holistic understanding of the nexus between nation-state,
human rights education, and national identity globally.
Melbourne, VIC, Australia Joseph Zajda
Pref ace
Series title: G lobalisation , Comparative Education and Policy Research
( 24 - volume series )
Globalisation, Human Rights Education and Reforms , V olume 17 (edited by
Joseph Zajda and Sev Ozdowski) in the 24-volume book series G lobalisation ,
Comparative Education and Policy Research, aims to present a global overview of
selected scholarly research on global and comparative trends in dominant discourses
of human rights education.
Human rights education is essential to the full realization of human rights and the
maintenance of participatory democracy, freedom, and peace. Human rights educa-
tion contributes signifi cantly to promoting equality, respect for human dignity, pre-
venting discrimination, and enhancing participation in all democratic processes. It
refl ects societal standards that need to be learned by each generation and transferred
to the next. During the last 70 years, human rights policies and standards were
defi ned, and a range of education programs, curricula, and best practices were
developed, both internationally and locally, to advance human rights education. The
Millennium Declaration recognized the “interdependence of social development,
human rights and global peace” (MacNaughton and Koutsioumpas 2016). By now,
the human rights education is not only about UN pronouncements, or offi cially
endorsed standards and pedagogy, but is also an important political and social
movement with many grass roots activities aiming to make a difference by making
human rights accessible to all.
Some recent research suggests that human rights education does not address our
growing diversity and interdependence, which is needed to help students address
global complexities affecting their lives (Spreen and Monaghan 2015). We need to
explore research dealing with the recent shift from HRE to Global Citizenship
Education (GCE) (Rapoport 2010; Dill 2013; Spreen and Monaghan 2015; Rapoport
2016).
B y examining some of the major education policy issues in HRE in a global
culture, particularly in the light of recent shifts in HRE and policy research, the
volume aims to provide a comprehensive picture of the intersecting and diverse
discourses of globalization, HRE, and policy-driven reforms. Globalization, eco-
ix
