Titlebook: Education, Globalization and the Nation State; Andy Green Book 1997 Palgrave Macmillan, a division of Macmillan Publishers Limited 1997 ed

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Education, Globalization and the Nation State,s. Despite the volume of theoretical work in this area, however, the issues it throws up have only recently begun to be taken up by educational theorists and, even here, somewhat one-sidedly within the postmodernist tradition. The final chapter in this book examines theories of globalization, their

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Postmodernism and State Education,d postmodernism has become so central to theoretical debates in the UK that it serves as the structuring paradigm of several new Open University Sociology Readers (Hall, Held and McGrew, 1992; Hall and Gieben, 1992). The discourse generally has now attained such currency that it can no longer be ign

Vulnerary

Technical Education and State Formation in Nineteenth-Century England and France,he qualifications system, there is a deep and damaging divide between ‘academic’ and ‘vocational’ learning. This is often believed to impede access and achievement among students and to perpetuate the low status of the vocational routes which the government wishes to enhance (Ball, 1991; IPPR, 1991)

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The Roles of the State and the Social Partners in Vocational Education and Training Systems,tion. Moreover, whereas advocates of the free market have often explicitly abandoned equity and fair distribution as political goals and have been prepared to see the decline of public services as a necessary cost of rejuvenating private enterprise, elsewhere social justice has remained at least on

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Economics, Energy and Environmentd postmodernism has become so central to theoretical debates in the UK that it serves as the structuring paradigm of several new Open University Sociology Readers (Hall, Held and McGrew, 1992; Hall and Gieben, 1992). The discourse generally has now attained such currency that it can no longer be ign

URN

Gerd Ulrich Scholl,Susanne Nisiushe qualifications system, there is a deep and damaging divide between ‘academic’ and ‘vocational’ learning. This is often believed to impede access and achievement among students and to perpetuate the low status of the vocational routes which the government wishes to enhance (Ball, 1991; IPPR, 1991)

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https://doi.org/10.1007/978-3-030-53864-4tes from within-country cross-school comparisons only weakly supports their case, if at all. Chubb and Moe (1990), for instance, find that private (i.e. less centralized) schools in the USA rate higher than state schools on school effectiveness traits but this could be simply the result of their abi

Gustatory