Table Of ContentNation-Building, Identity and Citizenship
Education
Cross-cultural Perspectives
Globalisation, Comparative Education and Policy Research
12-volume Book Series (Springer)
Series editor: Joseph Zajda (Australian Catholic University, Melbourne Campus)
http://www.springeronline.com/sgw/cda/frontpage
Book series overview
The Globalisation, Comparative Education and Policy Research book series aims to meet the
research needs of all those interested in in-depth developments in comparative education
research. The series provides a global overview of d evelopments and changes in policy and
comparative education research during the last decade. Presenting up-to-date scholarly research
on global trends, it is an easily accessible, practical yet scholarly source of information for
researchers, policy makers and practitioners. It seeks to address the nexus between comparative
education, policy and forces of globalisation, and provides perspectives from all the major dis-
ciplines and all the world regions. The series offers possible strategies for the effective and
pragmatic policy planning and implementation at local, regional and national levels.
The book series complements the International Handbook of Globalisation and Education
Policy Research. The volumes focus on comparative education themes and case studies in
much greater scope and depth than is possible in the Handbook.
The series includes volumes on both empirical and qualitative studies of policy initiatives
and developments in comparative education research in elementary, secondary and post-com-
pulsory sectors. Case studies may include changes and education reforms around the world,
curriculum reforms, trends in evaluation and assessment, decentralisation and privatisation in
education, technical and vocational education, early childhood education, excellence and qual-
ity in education. Above all, the series offers the latest findings on critical issues in comparative
education and policy directions, such as:
(cid:129) Developing new internal strategies (more comprehensive, flexible and innovative modes of
learning) that take into account the changing and expanding learner needs
(cid:129) Overcoming ‘unacceptable’ socio-economic educational disparities and inequalities
(cid:129) Improving educational quality
(cid:129) Harmonizing education and culture
(cid:129) International cooperation in education and policy directions in each country
For other titles published in this series, go to
www.springer.com/series/6932
Joseph Zajda (cid:129) Holger Daun (cid:129) Lawrence J. Saha
Editors
Nation-Building, Identity
and Citizenship Education
Cross-cultural Perspectives
Editors
Prof. Joseph Zajda Prof. Holger Daun
Australian Catholic University Stockholm University
Melbourne Campus Sweden
Australia
Prof. Lawrence J. Saha
Australian National University
Canberra
Australia
ISBN 978-1-4020-9317-3 e-ISBN 978-1-4020-9318-0
Library of Congress Control Number: 2008938814
© 2009 Springer Science + Business Media B.V.
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To Rea, Dorothy, and Nikolai
Foreword
A major aim of Nation-Building, Identity and Citizenship Education: Cross-cultural
Perspectives is to present a global overview of selected scholarly research on global
and comparative trends in dominant discourses of identity politics, and nation-building
in comparative education research. It provides an easily accessible, practical, yet
scholarly source of information about the international concern in the field of nation-
building, identity and citizenship education. Above all, the book offers the latest
findings on discourses surrounding national identity, nation-building, and citizenship
education in the global culture. It offers a timely overview of current issues affecting
the formation of social identity and citizenship education in the global culture.
More than ever before, there is a need to understand and analyse both the
intended and the unintended effects of globalisation and the forces of globalisation
on nations, organisations, communities, educational institutions and individuals
around the world. This is particularly relevant to the evolving and constantly chang-
ing notions of nation-states, national identity, and citizenship education globally.
Current global and comparative research demonstrates a rapidly changing world
where citizens are experiencing a growing sense of alienation, uncertainty, and loss
of moral purpose.
In this stimulating and important book, the authors focus on discourses surround-
ing three major dimensions affecting the national identity, nation-building, and citi-
zenship education debate in education and society: ideology, democracy, and
human rights. These are among the most critical and significant dimensions defining
and contextualising the processes surrounding the nation-building and identity.
Furthermore, the perception of globalisation as a dynamic and multi-faceted proc-
esses clearly necessitates a multiple-perspective approach in the study of education
and this book provides that perspective commendably.
The book contributes in a very scholarly way to a more holistic understanding
of the nexus between nation-state and national identity globally. The book is both
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viii Foreword
rigorous and scholarly and is likely to have profound and wide-ranging implica-
tions for the future of education policy and reforms globally. I commend the book
wholeheartedly to any reader who shares these same ideals.
Professor Greg Craven
Vice-Chancellor
Australian Catholic University
Preface
Nation-Building, Identity and Citizenship Education: Cross-cultural Perspectives,
which is the third volume in the 12-volume book series Globalisation, Comparative
Education, and Policy Research, presents up-to-date scholarly research on global
and comparative trends in dominant discourses of identity politics and nation-
building in comparative education research. It provides an easily accessible, practi-
cal, yet scholarly source of information about the international concern in the field
of nation-building, identity, and citizenship education. Above all, the book offers
the latest findings to the critical issues in identity formation, citizenship education,
and democracy in the global culture. It is a sourcebook of ideas for researchers,
practitioners, and policymakers in education, globalization, and citizenship educa-
tion. It offers a timely overview of current issues affecting the formation of social
identity and citizenship education in the global culture. It provides directions in
education, and policy research, relevant to transformational educational reforms in
the twenty-first century.
The book critically examines the overall interplay between globalisation,
democracy, and education. It draws upon recent studies in the areas of globalisa-
tion, equity, social justice, and the role of the State (see also Carnoy, 1999; Zajda,
Majhanovich & Rust, 2006; Zajda, Biraimah, & Gaudelli, 2008). It explores con-
ceptual frameworks and methodological approaches applicable in the research
covering the State, globalisation, nation-building, and identity politics. It demon-
strates the neo-liberal ideological imperatives of education and policy reforms, and
illustrates the way the relationship between the State and education policy affects
current models and trends in education reforms and schooling globally. Various
book chapters critique the dominant discourses and debates pertaining to cultural
identity, set against the current climate of growing social stratification and unequal
access to quality education for all. The book opens discourses related to globalisa-
tion and the State, and approaches to constructing national, ethnic, and religious
identities in the global culture. It explores the ambivalent and problematic relation-
ship between the State, globalisation, and the construction of cultural identity.
Using a number of diverse paradigms, ranging from critical theory to globalisation,
the authors, by focusing on globalisation, ideology, and social justice, attempt to
critically examine recent trends in multicultural education policies, and their impact
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x Preface
on identity politics. The book draws upon recent studies in the areas of multicul-
tural education, citizenship education, and cultural identity equity against the back-
ground of dominant ideologies in education (Zajda, 2005).
The general intention is to make Nation-Building, Identity, and Citizenship
Education: Cross-cultural Perspectives available to a broad spectrum of users
among policymakers, academics, graduate students, education policy researchers,
administrators, and practitioners in the education and related professions. The book
is unique in that it:
● Examines central discourses surrounding the debate of identity, multicultural-
ism, and citizenship
● Explores conceptual frameworks and methodological approaches applicable in
the research of the State, globalisation, and multicultural education
● Demonstrates ideological imperatives of globalisation, neo-liberal ideology, and
the State, affecting the formation of cultural identity
● Provides strategic education policy analysis on recent developments in cultural
identity, multiculturalism, and citizenship education research
● Gives suggestions for directions in education and policy changes, relevant to
democratic and empowering pedagogy in the twenty-first century
We hope that you will find Nation-Building, Identity, and Citizenship Education:
Cross-cultural Perspectives useful in your teaching, future research, and discourses
concerning schooling, social justice, and policy reforms in the global culture.
Joseph Zajda
Australian Catholic University
(Melbourne Campus)
References
Carnoy, M. (1999). Globalization and Educational Reform: What Planners Need to Know. Paris:
UNESCO, International Institute for Education Planning.
Zajda, J. (2005) (Ed.). The International Handbook of Globalisation and Education Policy
Research. Dordrecht: Springer
Zajda, J., Majhanovich, S., & Rust, V. (Eds.). (2006) Education and Social Justice. Dordrecht:
Springer.
Zajda, J., Biraimah, B., & Gaudelli, W. (Eds.). (2008). Education and Social Inequality in the
Global Culture (pp. xvii–xxvii). Dordrecht: Springer.
Acknowledgements
We wish to thank the following individuals, who have provided invaluable help,
advice, and support with this major research project:
Harmen van Paradijs, Publishing Editor, Springer
Bernadette Ohmer, Marianna Pascale, Springer
Dorothy Murphy, Assistant Editor, Educational Practice and Theory, James
Nicholas Publishers
Rea Zajda, James Nicholas Publishers
We also want to thank numerous reviewers who were prepared to review various
drafts of the chapters. These include:
John Anchan, University of Winnipeg
Ari Antikainen, University of Helsinki
Alberto Arenas, University of Arizona
Karen Biraimah, University Of Central Florida
Jill Blackmore, Deakin University
Malcolm Campbell, Bowling Green State University
Paul Carlin, Australian Catholic University (Melbourne Campus)
David Gamage, University of Newcastle
Phillip Clarkson, Australian Catholic University (Melbourne Campus)
Kassie Freeman, Dillard University
Mark Hanson, University of California (Riversdale)
Yaacov Iram, Bar Ilan University
Andreas Kazamias, University of Wisconsin-Madison
Kyu Hwan Lee, Ewha Womans University (South Korea)
Kas Mazurek, University of Lethbridge
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