Table Of ContentADVANCES IN EDUCATION IN
DIVERSE COMMUNITIES:
RESEARCH, POLICY AND PRAXIS
Series Editor: Carol Camp Yeakey
Volume 1: Producing Knowledge, Pursuing
Understanding–EditedbyEdmundW.Gordon
Volume 2: African American Education, Race Community,
Inequality and Achievement. A tribute to Edgar
G. Epps – Edited by Walter R. Allen, Margaret
Beale Spencer and Carla O’Connor
Volume 3: Teacher Unions and Education Policy:
Retrenchment or Reform? – Edited by Ronald
D. Henderson, Wayne J. Urban and Paul
Wolman
Volume 4: Suffer the Little Children: National and
International Dimensions of Child Poverty and
Public Policy – Edited by Carol Camp Yeakey,
Jeanita W. Richardson and Judith Brooks Buck
Volume 5: Higher Education in a Global Society:
Achieving Diversity, Equity and Excellence –
Edited by Walter R. Allen, Marguerite Bonous-
Hammarth and Robert Teranishi
ADVANCES IN EDUCATION IN DIVERSE COMMUNITIES:
RESEARCH POLICY AND PRAXIS VOLUME 6
POWER, VOICE AND THE
PUBLIC GOOD:
SCHOOLING AND
EDUCATION IN GLOBAL
SOCIETIES
EDITED BY
RODNEY K. HOPSON
Duquesne University, Pittsburgh, PA, USA
CAROL CAMP YEAKEY
Washington University in St. Louis, St. Louis, MO, USA
FRANCIS MUSA BOAKARI
University of the Incarnate Word, San Antonio, TX, USA
United Kingdom – North America – Japan
India – Malaysia – China
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ISBN:978-1-84855-184-8
ISSN:1479-358X(Series)
Awarded in recognition of
Emerald’s production
department’s adherence to
quality systems and processes
when preparing scholarly
journals for print
To
Dr. Barbara Ann Sizemore
Dr. Asa G. Hilliard III (Nana Baffour Amankwatia)
Whose considerable bodies of work continue to challenge and counter the
prevailing assumptions on schooling and education in comparative and
international contexts. In so doing, their works give power, voice and
legitimacy for the benefit of our global public good.
Rodney K. Hopson
Carol Camp Yeakey
Francis Musa Boakari
Editors
LIST OF CONTRIBUTORS
Walter R. Allen Department of Sociology, Higher Education
& Organizational Change, Graduate School
of Education & Information Studies,
University of California, Los Angeles, CA,
USA
Eugene L. Anderson Center for Educational Policy and Research,
American Dental Education Association, The
Voice of Dental Education, Washington, DC,
USA
Adeela Arshad-Ayaz Faculty of Education, University of Regina,
Regina, SK, Canada
Kingsley Banya Dean’s Office, Florida International
University, College of Education, Florida,
USA
Francis Musa Dreeben School of Education, University of
Boakari the Incarnate Word, San Antonio, TX, USA;
and Universidad de Sao Paolo, Brazil
Edward J. School of Education, Colorado State
Brantmeier University, Fort Collins, CO, USA
Birgit Brock-Utne InstituteforEducationalResearch,University
of Oslo, Oslo, Norway
Judith Brooks-Buck Department of Educational Administration
and Supervision, School of Liberal Arts and
Education, Virginia State University,
Petersburg, VA, USA
xi
xii LIST OFCONTRIBUTORS
Bryan Cook American Council on Education,
Washington, DC, USA
Laura C. Engel Faculty of Social Sciences, Law and
Education, School of Education, University
of Nottingham, UK
Antoinette Errante Educational Policy and Leadership, The Ohio
State University, Columbus, Ohio, USA
Jennifer Hays Department of Social Anthropology, Faculty
of Social Sciences, University of Tromsø,
Tromsø, Norway
Rodney K. Hopson Department of Foundations and Leadership,
School of Education, Duquesne University,
Pittsburgh, PA, USA
Michael E. Jones Indiana Institute on Disability and
Community at Indiana University, Indiana
University at Bloomington,Bloomington,IN,
USA
Reva Joshee Department of Theory and Policy Studies,
Centre for Leadership and Diversity, Ontario
Institute for Studies in Education, University
of Toronto, Toronto, Ontario, Canada
Erin Kimura-Walsh Higher Education & Organizational Change,
GraduateSchoolofEducation&Information
Studies, University of California, Los
Angeles, CA, USA
Kimberly Ochs Department of Education, University of
Oxford, Oxford, UK
Alison Price-Rom UniversityofMarylandCollegeofEducation,
College Park, Maryland
Kim Hyunsook Song Division of Teaching and Learning, TESOL,
University of Missouri – St. Louis, St. Louis,
MO, USA
List ofContributors xiii
Meagan Sylvester Department of Behavioural Sciences, Faculty
of Social Sciences, The University of the West
Indies, St. Augustine Campus, Trinidad and
Tobago, West Indies
David Urias School of Education, Drexel University,
Philadelphia, PA, USA
Carol Camp Yeakey Faculty of Arts and Sciences, Center on
Urban Research and Public Policy and
Interdisciplinary Program in Urban Studies,
WashingtonUniversityinSt.Louis,St.Louis,
MO, USA
PREFACE
Power, Voice and the Public Good: Schooling and Education in Global
Societiescomesatamostpropitioustimeinourtumultuousworld.Withthe
dawn of the new millennium, our global problems of poverty, hunger,
disease, war, inadequate schooling, abuse and exploitation, homelessness,
and natural disaster have become ever more challenging. That such issues
have profound consequences on children across the globe is of no small
consequence. It would appear that issues of social equity, social justice and
democracyhavebeensubvertedinthequestforprofit,dominanceandsocial
control. Amidst it all, we have become borderless societies where problems
fromonenationstateencumbertheresourcesandprioritiesofothernation
states.Power,VoiceandthePublicGood:SchoolingandEducationinGlobal
Societies, while focusing largely on schooling and education in global
contexts, provides a lens to view the nexus between schooling and many of
the aforementioned global problems which confound us all. Many years
ago, the noted anthropologist Margaret Mead stated ‘‘There is no greater
insightintothefuturethantorecognizethatwhenwesaveourchildren,we
saveourselves’’(Mead,1991,p.2).1Herstatementisastruetodayasitwas
many years ago. The chapters in this volume present challenges, but they
also present opportunities for all of us to bring our best judgments and
efforts to confront the very interdependent cultural and material dilemmas
whose resolutions are necessary for global survival and growth.
Readers will note that there is no concluding chapter in this volume, for
the text relative to inadequate schooling and the interlocking variables
confronting children in nation states across the globe is still being written.
However, as you read the sixth volume in this series, I trust you will come
away informed, yet energized, to actively engage in confronting the critical
dilemmas facing children throughout the world, for the benefit of us all.
xv
xvi PREFACE
NOTE
1. Quote attributed to Margaret Mead, cited in National Commission on
Children. (1991). Beyond Rhetoric: A New American Agenda for Children and
Families. FinalReport. Washington, DC:U.S. Government PrintingOffice.
Carol Camp Yeakey
Series Editor
INTRODUCTION
PURPOSE AND SIGNIFICANCE OF THE BOOK
The purpose and significance of Power, Voice, and the Public Good:
Schooling and Education in Global Societies aim to highlight the defining
nature andimpactofglobalizationincontemporaryeducationalpolicyand
praxis with particular attention to changing relations in local, state,
national, and international contexts, from pre-school to postsecondary
education. While globalization impacts major issues such as poverty, social
justice,terrorism,citizenship,immigration,language,andhumanrights,the
natureandappropriationofeducationandschoolingremainatthecenterof
these issues (Sua´rez-Orozco & Qin-Hilliard, 2004). That is, educational
systems, policies, practices, and praxis in Mexico, Thailand, India, Korea,
theUnitedStates,theWestIndies,andothernationstatesaddressedinthis
edited volume require responding to and engaging with the new challenges,
conflicts, opportunities, and costs of globalization.
The intention of Power, Voice, and the Public Good is to present the
impactofglobalizationon schoolingandeducation aspolitical, conflictual,
and contradictory is hardly distinct from other books on the same topic,
those above, or others (Arnove & Torres, 2003; Burbules & Torres, 2000;
Peters, 2005; Rhoads & Torres, 2006; Stromquist & Monkman, 2000;
Sua´rez-Orozco & Qin-Hilliard, 2004). The current volume will generate
theoretical debate on the nature of globalization and related issues of
internationalization, decentralization, colonialism, and privatization with
particular focus on interdisciplinary frameworks around social equity and
attention to the larger social and public good. Using interdisciplinary
perspectives from sociology, public policy and politics, sociolinguistics,
economics, comparative and development studies, history and the law,
among others, around the effects of globalization on our knowledge
economy,theauthorsaddressboththemultipledimensionsofglobalization
throughparticularfocusareasandtheuniqueimpactinnationstatesacross
the globe.
xvii
