The book, constructed against this pervasive anti-dialogical backdrop, aims to widen, deepen, and in some cases open, discourse related to globalisation, and new dimensions of social inequality in the global culture. It is presented around three particular dimensions: hegemony, equity, and cultural capital, as these continue to be most significant dimensions defining social inequality in the global culture.
The book explores the ambivalent and problematic relationship between the State, globalisation and social change. Using a number of diverse paradigms, ranging from critical theory to globalisation, the authors, by focusing on globalisation, ideology and social inequality, attempt to examine critically both the reasons and outcomes of education reforms, policy change and transformation and provide a more informed critique on the Western-driven models of accountability, quality and school effectiveness. The book draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. It examines the overall interplay betweenglobalisation, ideology and social inequality in education.
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"The volume edited by Joseph Zajda, Karen Biraimah, and william Gaudelli offers 11 chapters that deal with the issue extremely critically. The book aims at discussing the factors determining social inequality in education in the context of global culture. ... It is fruitful because they show that the assumed direct relationship between cultural capital and school performance ... . offer valuable contributions to the subject of inequality in education." (Marcelo Caruso, Comparative Education Review, August, 2010)